wisdomhoots

Embracing Change : Work and Life

The bedrock of a harmonious family unit, characterized by its cohesive existence, rests upon three foundational principles:(1) unconditional and unwavering mutual respect (2) equality in terms of mutually empathetic care and (3) willingness to provide rightful support to one another. As family members grow and become mature, their need for self-expression increases, encompassing both physical (spatial and resource-related) and emotional or relationship dimensions. This inclination may arise due to the mounting activities revolving around them, necessitating more touchpoints for discussions and interactions. The relationships and communication between them, become more multi-purpose (complex), interactive and intense. It could also stem from the realization that, with growth, more pivotal and individual decisions are at stake but these decisions may profoundly influence other. These decisions become complex as they extend beyond the trivial matters like decisions about selecting  a school or college or a movie or a restaurant and start delving into weightier considerations such as life, companions, business investments, asset management,  and need intelligence and ethical value system, for systematically resolving conflicts between them. The family converges within a shared dwelling, the cohesiveness of which is shaped by the unit’s resourcefulness. As it progresses, it naturally seeks increased resources, space, seclusion, autonomy, and exclusiveness. However, if the physical space or the concept of exclusivity is heedlessly trespassed upon through unilaterally weighted decisions that prioritize one individual’s desires or emotions over another’s, it has the potential to hinder the advancement and psychological growth of one member. This situation arises when one member capitalizes unfairly on the vulnerabilities of another—perhaps because of their age, decisiveness, sensitivity, or nurturing disposition. Gradually, an imbalance may emerge wherein one family member, who is comparatively more sensitive individual (less resourceful or more dependent), starts to get under undue dominance of others, altering the dynamics of the relationship. This inequality in how sensitivities are treated within the family dynamics signify how healthy the unit can y stay unified. The inequality in addressing each other other’s vulnerabilities or demand or issues is acceptable if it is founded in a mutual respect and sensitivity to one another’s needs, rather than originating exclusively from the asymmetrical command and control over the limited resources, at any given time. Resourcefulness tends to evolve over time, influenced by factors such as increasing earnings as more family members contribute or the primary earner’s growing income. Even if the trajectory of resourcefulness is heading downwards at times, leading to reduced resources – financial or otherwise, a family can still sustain its unity if an environment of unconditional respect and equal sensitivity prevails. The core principle should be that no individual’s needs perpetually supersede another’s, nor should dominance be exercised without regard for the legitimate needs of others. Imagine a scenario where two family members have their separate spaces for functioning. However, one of them consistently exerts dominance over the other, continually intruding into the latter’s personal spaces and privacy without seeking permission. These intrusions are made unilaterally, driven by the dominating individual’s behavior. The more sensitive member might tolerate this dominant behavior initially, although it subtly conveys that such behavior is unwelcome and should not recur. Despite these gentle expressions of discontent and feedback, the dominant behavior persists and repeats.  This consistent repetition of the dominating behavior has a detrimental impact on the relationship between these two individuals, leading to degradation on two fronts. Firstly, the person in the dominant role starts taking the other person’s emotions and sensitivities for granted. Secondly, the individual who is silenced and unheard begins to be perceived as weak, lacking sensitivity, and undeserving of respect. Consequently, as the continuous feedback and requests go ignored, the individual who feels sidelined will eventually reach a point where they become forceful and outspoken. This shift in behavior stems from the hope that through a loud outburst, their feelings and concerns will finally receive the attention they deserve. At any given juncture, if the less assertive individual (one who is sensitive or emotional) remains quiet, it does not necessarily signify contentment with the prevailing dominant behavior. This person might not consistently exhibit loudness or aggressiveness. In certain instances, they may view the other person’s dominance as something they can endure within their tolerance threshold. Alternatively, this individual might actively work on cultivating tolerance, hoping that the dominating person will eventually transform for the better, either through their own accord or over time. When individual sensitivities are treated unequally and respect fades away from the relationship, the dearth of resources can trigger a potent negative compounding effect on both parties involved. Daily existence can transform into a distressing ordeal, particularly for those who have consistently demonstrated care and sensitivity. This holds true for those who continually surrender their personal space, extend forgiveness, and offer understanding. These individuals are taken for granted, and their contributions become conditional, corroding the very essence of respect within the family dynamic. The relationship is left bereft of its intrinsic value. Even the fundamental roles within the family, such as that of a “father,” lose their inherent respect. Love, affection, and protection similarly transform into conditional aspects, inflicting the greatest deprivation upon the weaker, sensitive member of the family. Family relationships metamorphose into something like a commercial or corporate structure, adorned with superficial labels and taglines (of relationships and significance for each other as team but each one is separate part in the system and easily disposable). Imagine a scenario where family members resort to written communication, as listening and direct conversations are no longer feasible due to the absence of mutual respect. They can no longer converse openly or honestly. Instead, they resort to loud confrontations, challenging decisions before guests, domestic staff, or helpers. Sarcasm replaces sincerity in interactions with relatives or neighbors. Tolerance dwindles, and relationships become transactional and strained. The family, in such circumstances, loses its equilibrium and unity. It disintegrates, shedding the rhythm of a harmonious whole. It morphs into a gathering of individuals embroiled in daily conflicts over minor matters due to their growing intolerance towards

Design Thinking

The products and services have been every increasing in terms of numbers and forms. It is unstoppable chain of efforts when it comes to the journey of solving a problem. Why can not one design one ideal solution for a specific problem, that remains the best forever? Why keep designing new products and services for solving the same problem? Why can’t we visualize and think about the ideal solution as the final result or outcome and develop the ideal solution once for all? Is this an ideality ? Can this ideality be reality? If not, why and if yes when and how? Irrespective of those questions as mentioned, let us firs look into what is design thinking. It is thinking like a designer to solve a problem. It is about going to the person in pain and understand how this pain can be eliminated through a product or a service. Understand why this pain needs an attention and why this is worth a problem to be solved. Before working on designing a solution as a product or service, one needs to really understand the pain and problem and why it is significant enough to be addressed with time, money and resources. This much before even the product is designed. If we can not first learn to understand and appreciate the problem and pain and the people who are facing this, we can not succeed in designing a solution. We will create some solution but we will not be able to create the solution, as an impact that the end users are seeking. There is a need for having a process, to immerse in their problems. Designers need to collaborate with the stakeholders starting with the person in pain or people in problem. They need to understand their ecosystem and challenges. When the problem is being understood and their pain is being felt, the boundary of solution and what to expect minimum from such a solution evolves or rather starts emerging. The attributes of the solution or the criteria on which the solution could be called as a fit gets clearly articulated. These are solely from the perspective of the people facing the problem who will be buying these solutions from the market when they arrive. They will judge them whether they fit their needs and expectations of being a solution or not. Design thinking is a mindset for first to be focused on the people and their pains and problems from their perspective.  Design thinking is a problem solving mindset. It leverages designer’s sensibilities to continually understand people’s needs, expectations,  pains and problems in order to bring out solutions (products and/or services) that are feasible (solves the problems and fit the set of expectations (needs and desires of an individual in pain or facing the problem) such that these solutions can be converted into marketing opportunity. After why is established (i.e. if you have weighed the decision that you want to address those problems or they fall under your areas of interest and focus of providing value), it is then about how to move systematically and iteratively (continually) as a “solution designing or problem solving process” from the people who want or need the solutions  to the solutions that people want or need. Design thinking is human centered approach to problem solving. It is iterative, collaborative and practical. The people (market) in pain (need) and people (who want to design and/or sell solution) in gain (profits), are always working together whether its dry or rain (irrespective of the market environment and inherent challenges). It is about being hands on. It is always about looking from the perspective of customers (people in pain). Every decision in the process of solving a problem, if customer centric. It improves the internal processes for designing, producing and selling the solution. Design thinking origins as back 1950s and 1960s. In those days it was mostly about the impact of the World War II in terms of application of new knowledge and strategic thinking to industrial design, production and management of operations. It is always an human effort in the realm of creative thinking to make this thinking (about designing a system that solves a problem) as a systematic process or approach i.e. more and more scientific and predictable.  However it is unreasonable to say all problems can be solved at any given point in time. To solve a problem, one might need resources to exist so that a system designer can put them together to work in a particular and consistently repeated manner i.e. imposed by a design construct (arrived after multiple rounds of experimentation or cycles of learning-thinking-doing-reflecting).  Experimentation and its outcome can be planned predictably. There are certain things in the process of designing a system or solution that needs learning through a discovery, that needs one to first carry or try out an experiment and then see if this works or fails to deliver the intended outcome. If the experiments yield unexpected outcomes, these data points and observations are then once again pushed to the design table to re-think and attempt a new design to be prototyped and validated. Irrespective of the problem or industry domain, such a process of innovation or problem solving, that deals with new resources or new designs, needs experiments to be carried out as a part of the learning through discovery phases. It takes time and remains uncertain in terms of  putting a closure date to this. The only way to make things move faster at this stage (crashing the fuzzy end of the innovation process) , is to do as many well defined experiments and as quickly as possible.  Not all problems need experimentation and also many times, if right resources are missing or non-existent (lets say yet to be invented or not accessible) or if there  are resources available (already invented or discovered) then the real challenge is perhaps purely to “somehow” figure out the solution by designing or architecting a system using these resources

Understanding Vitamins: Essential Nutrients for Optimal Health

What is a balanced diet? It must contain  Vitamins, Proteins, Carbohydrates, Minerals, Fiber and Fat (VPCMFF) in a correct proportion. It should have a diversity in VPCMFF components to promote good health. Eating healthy is above ease and health else its about disease and death. Lack of consumption of right food ingredients (nutrients from right sources) negatively impacts the metabolic function of the body (accumulates toxins within the body leading to chronic illness in the long run). With age, gender and body size, the consumption of right ingredients (sourced from right food sources) on a daily basis is a necessity to survive. One has to also make it interesting in life.  For adults, the daily caloric needs vary based on the level of physical activity undertaken. This ranges from 2400 to 3900 calories, with lighter activities requiring fewer calories and more strenuous work demanding higher intake. These caloric requirements are necessary to sustain bodily functions, energy levels, and overall health. In terms of essential nutrients, adults require an intake of approximately 50 grams of protein daily. Protein is essential for muscle maintenance, repair, and various physiological functions. Adequate protein intake is particularly important for those engaged in physical labor or exercise. Iron is another vital nutrient, with a recommended daily intake of around 20 milligrams. Iron plays a critical role in oxygen transport within the blood and overall cellular function. Including iron-rich foods in the diet, such as lean meats, legumes, and fortified cereals, helps meet this requirement.  Calcium, essential for bone health and various bodily processes, is needed at a daily intake of around 0.5 grams. Dairy products, leafy greens, and fortified foods are good sources of calcium.  A balanced diet incorporates a variety of food groups to ensure optimal nutrition. This includes: Green Leaf Vegetables (240 grams): Rich in vitamins, minerals, and fiber, these vegetables provide essential nutrients for overall health. Leafy vegetables are highly nutritious and beneficial for your health due to their vitamins, minerals, and fiber content. Including a variety of leafy greens in your diet can contribute to overall well-being. As a general guideline, aiming to consume around 2 to 3 cups of leafy greens per day is recommended. Sugar (30 grams): While moderation is key, small amounts of sugar can provide quick energy. Natural sources like fruits are preferable. There is no strict limit for natural sugars found in whole foods like fruits, vegetables, and dairy products, as they come packaged with beneficial nutrients like fiber, vitamins, and minerals. These natural sources of sugar are generally considered healthy and safe to consume as part of a balanced diet. However, it’s still important to be mindful of your overall carbohydrate intake, including natural sugars, especially if you have specific dietary goals or health conditions such as diabetes. Listening to your body’s hunger and fullness cues and choosing a variety of nutrient-dense foods will naturally guide you in managing your sugar intake. Milk & Curd  (120 ml): A source of calcium, vitamin D, and protein, milk supports bone health and overall nutrition. For adults, consuming around 2 to 3 servings of dairy products per day is often recommended. A serving of milk is typically considered to be 1 cup (240 ml). This can vary based on factors such as age, activity level, and overall calorie needs. It’s important to choose low-fat or non-fat milk options to reduce saturated fat intake. Curd or yogurt is a nutritious dairy product that provides probiotics (beneficial bacteria), protein, and calcium. Including yogurt in your diet can be beneficial. A typical serving of yogurt is around 1 cup (240 ml). Choose plain, unsweetened yogurt to avoid added sugars. Keeping both the consumption within 120 ml is perhaps staying moderately controlled on its requirement.  Non-Leaf Vegetables (150 grams): Including a mix of colorful vegetables provides an array of essential vitamins, minerals, fiber and antioxidants that contribute to overall health and well-being. These vegetables come in a wide range of colors, each offering unique nutrients and health benefits. The recommended daily intake of non-leafy vegetables can vary based on dietary guidelines and individual needs. However, a general guideline is to aim for at least 2 to 3 servings of non-leafy vegetables per day. A serving size is typically considered to be about 1/2 to 1 cup of cooked vegetables or 1 cup of raw vegetables. Staying within a limit of 150 grams on an average, will keep the diet balanced. Fat and Oil (Total Fat 40-50 grams): Healthy fats, such as those found in nuts, seeds, and olive oil, are important for various bodily functions. Dietary fat is an important macronutrient that provides energy, supports cell function, and helps the body absorb certain vitamins. However, it’s also essential to consume fats in moderation and choose healthy sources. The American Heart Association (AHA) recommends that for a 2,000-calorie daily diet, most adults should aim for:  Total Fat: 25-35% of total daily calories, which translates to about 44 to 77 grams of fat per day. Saturated Fat: Less than 6% of total daily calories, which is around 13 grams per day. Trans Fat: As minimal as possible, ideally avoiding altogether. It’s important to focus on the quality of fats. Healthy fats, such as monounsaturated fats (found in olive oil, avocados, and nuts) and polyunsaturated fats (found in fatty fish, flaxseeds, and walnuts), have positive effects on heart health and overall well-being. These fats can be a part of a balanced diet. Limiting saturated and trans fats is crucial for heart health. These fats are often found in processed and fried foods, baked goods, and some animal products. Instead, choose lean protein sources and incorporate healthy fats into your diet in moderation. Rice (270 grams) and Millet (90 grams): Carbohydrates from whole grains like rice and millet provide sustained energy for daily activities. The appropriate amount of rice to consume in a day depends on various factors, including your overall dietary goals, energy expenditure, and individual nutritional needs. In a balanced diet, carbohydrates from sources like rice provide energy and nutrients, but portion control is essential to maintain a healthy intake. As a general guideline,

Fundraising For Startups – I

Fundraising for Startups: A Founder’s Practical Guide Raising capital is not just about getting money—it’s about choosing the right partners, at the right time, for the right reasons. Before pitching decks and term sheets, founders must understand where funding comes from, how investors think, and who to approach. This guide breaks down the most important fundamentals every startup founder should know. 1. Where You Should Get Funding: Not all money is created equal. The source of capital you choose can influence your strategy, growth speed, and even company culture. Common Funding Sources: Bootstrapping – Using personal savings or early revenues. Friends & Family – Early believers who trust you more than the idea. Angel Investors – Individuals investing early-stage capital and mentorship. Venture Capital (VC) – Institutional money for high-growth startups. Accelerators & Incubators – Capital + structured guidance. Strategic Investors – Corporates investing for synergy, not just returns. Early-stage startups should prioritize flexibility and learning, not just valuation. Later-stage startups should optimize for scale, speed, and market dominance. Choose funding based on your startup’s stage—not ambition alone. 2. Where Venture Capital Gets the Money: Venture capital firms don’t invest their own money. They manage funds on behalf of Limited Partners (LPs).  Typical VC Fund Sources: Pension funds. University endowments. Family offices. Sovereign wealth funds. High-net-worth individuals. Corporations. VCs raise a fund (e.g., $100M), invest it over ~3–4 years, and aim to return 3–5× over a 7–10 year period.  VCs are time-bound → they need exits. They prefer scalable, venture-sized outcomes. Not every good business fits VC economics.  VC pressure comes from their fund structure—not from founders. 3. Hierarchy in Venture Capital (VC): Understanding VC hierarchy helps founders communicate effectively and manage expectations. Typical VC Roles: Analyst / Associate. Research, sourcing, first calls. Principal. Deeper diligence, internal advocacy. Partner / General Partner (GP). Final decision makers. Managing Partner. Fund strategy, board roles. How Decisions Are Made: Analysts source, Principals champion and Partners vote.  A partner saying “yes” matters more than 10 associates saying “interesting.” 4. Which Investors You Should Focus On: Targeting the right investors saves time and increases success rates. Focus On Investors Who: Invest in your stage (pre-seed, seed, Series A…). Have experience in your sector. Have recently deployed capital. Can add value beyond money (network, hiring, strategy). Avoid: Investors who are “just exploring”. Firms outside your geography or thesis. Those known for misaligned incentives.  Fundraising is not a numbers game—it’s a relevance game. 5. What Investors Are Looking For: While each investor has a style, most evaluate startups across a few core dimensions. Key Things Investors Assess: Founding Team- Clarity, resilience, execution ability, Problem & Market – Real pain, large opportunity, Product & Differentiation – Why you win, not just why you exist, Traction – Growth, usage, revenue, retention, Business Model- Path to scale and profitability, Vision – Can this become a big outcome? Investors ultimately ask: “Is this a team we can trust to build something meaningful over 10 years?” Fundraising is not about convincing investors—it’s about aligning with the right ones. When founders understand how capital works, they raise money with confidence, clarity, and control.  The best fundraising stories are built long before the pitch deck. Financial Models & Cap Tables: A Founder’s Guide:  A financial model and cap table are not spreadsheets for investors—they are decision-making tools for founders. When done right, they help you understand growth, dilution, cash runway, and fundraising outcomes before you negotiate terms. Let’s break this down step by step. 1. Goals of a Financial Model and Cap Table: The goal is clarity, not prediction. What a Good Financial Model Should Do? Show how the business grows. Estimate cash burn and runway. Test different scenarios (best, base, worst). Support fundraising conversations. What a Cap Table Should Do – Show who owns what, Model dilution over funding rounds, Help founders plan long-term ownership, Avoid surprises during due diligence and If your model is perfect, it’s probably wrong. If it’s understandable, it’s useful. 2. Financial Model & Cap Table – General Guidance :  Keep These Principles in Mind – Simple beats complex, Assumptions must be explicit, Numbers should tie back to real drivers, Models should tell a story of growth. Common Founder Mistakes – Over-optimistic revenue growth, Underestimating costs, Ignoring working capital, Forgetting dilution impact , Investors don’t expect accuracy. They expect logic. 3. Set Up Financial Model Structure: A clean structure makes your model credible and easy to review. Basic Model Sections: Assumptions -Pricing, growth rate, churn, CAC, Revenue Model- Monthly or annual projections, Costs – Fixed vs variable expenses, Cash Flow- Burn, runway, break-even, Summary Dashboard -Key metrics and charts. Best Practice – Monthly projections for first 24–36 months,  Annual projections thereafter … 4. Example: SaaS & Subscription Model: SaaS models are driven by recurring revenue and retention. Key Drivers -Monthly Recurring Revenue (MRR), Customer Acquisition Cost (CAC), Churn rate, Lifetime Value (LTV).  Revenue Formula (Simplified) – MRR = Active Customers × Average Revenue per User (ARPU).  What Investors Look For – Predictable growth, Low churn, Improving unit economics. Retention matters more than acquisition. 5. Example: Marketplace / Platform Model: Marketplaces must balance supply and demand.  Key Drivers- Number of buyers and sellers, Transaction frequency, Take rate (%), Network effects. Revenue Formula – Revenue = GMV × Take Rate. Challenges – Chicken-and-egg problem, Liquidity before scale, Subsidies and incentives. Investors want proof of repeat transactions, not just sign-ups. 7. Simple Valuation: Early-stage valuation is more art than science. Common Approaches – Comparable startups, Revenue multiple (for SaaS), Milestone-based pricing. Practical Rule – Pre-seed / Seed valuations depend on team + traction + market, Numbers justify valuation after trust is built. Valuation is negotiated, not calculated. 8. Cap Table: Your cap table is your company’s ownership blueprint. What a Cap Table Includes – Founders’ equity, Employee stock options (ESOP pool), Investor shares, Convertible notes / SAFEs. Cap Table Best Practices – Plan dilution across multiple rounds, Keep founder ownership meaningful, Create ESOP pool early, Update after every round. A messy cap table kills deals faster than weak metrics. A financial model and cap table are not fundraising formalities—they are founder survival tools. The better you understand them, the stronger your negotiating position becomes. Great founders don’t just raise money—they manage ownership and growth with intention. Pitch Decks & Business Plans: Telling Your Startup Story A pitch deck and a business plan are not documents—they are communication tools. Their purpose is simple: help investors quickly understand why your startup matters and why you are the team to build it. Let’s break down how to do this right. 1. Writing a Pitch Deck: A great pitch deck is short, visual, and narrative-driven. Core Slides Every Pitch Deck Needs: Title Slide – Startup name, one-line pitch, contact, Problem – A real, painful, frequent problem, Solution – How you solve it better than alternatives, Market Opportunity – Size, growth, and why now, Product – What you built and how it works, Traction – Users, revenue, growth metrics, Business Model

Evolutionary Potential

The Trend of Engineering System Evolution (TESE) or Evolutionary Potential (EP) is a widely adopted tool within the framework of the Theory of Inventive Problem-Solving (TRIZ). Due to its applicability across diverse domains, TESE has found widespread use in real-world projects, contributing to the development of engineering products and the anticipation of emerging technologies. It is a tool for inventiveness and the identification of future engineering systems, and it continues to evolve its own body of knowledge through applications to become a comprehensive  in terms of its practical utility in the realm of product innovation. TESE/EP, the trend of engineering system evolution, functions as a heuristic and predictive toolkit capable of yielding either market pull through the analysis of S-curves or technology push through its sub-trends. The examination of the evolution paths of technical systems has been a fundamental research approach within TRIZ since its inception. However, it wasn’t until the 1970s that the identified recurrent patterns of evolution were systematically consolidated into a dedicated section of TRIZ. Genrich Altshuller, the founder of TRIZ, named this section “the laws of technical systems evolution.” This section encompassed both previously identified recurring evolution patterns and newly discovered ones. In the 1970s, Altshuller took the initiative to bring together these patterns, creating a cohesive framework for understanding the evolution of technical systems. The study of these “laws of evolution” emerged as an independent and significant research topic within TRIZ. Several key contributors, in addition to Altshuller, played vital roles in advancing this field. Many believe that the TRIZ trend component is one of the system’s most potent components. The trend offers a gradual progression (which shows evolution in phases) in the direction of rising ideality. Technology trends serve two main purposes: first, as a tool to predict how systems will evolve strategically, and second, as a tool to aid in issue solving. The trend works in a left-to-right fashion with evident certainty, as observed in many examples, making it easy to accept it as the direction of evolution. This is mostly based on information gleaned from knowledge databases and patent databases. The reasoning behind the justification of the direction is that “somewhere there is a benefit from evolving from left to right along the trend” and that this also helps achieve an increase in ideality. Laws of Technical System Evolution However, in his work in 1975, Genrich Altshuller categorized all laws of technical systems evolution into three distinct categories:  1: Statics: This category focuses on the criteria that determine the viability of newly created technical systems. It deals with the foundational principles that assess the stability and functionality of systems at their inception. 2: Kinematics: The laws falling under this category define the general principles that govern how technical systems evolve, regardless of specific conditions. Kinematics in this context addresses the overarching dynamics and trends in the evolution of technical systems. 3: Dynamics: This category is concerned with how technical systems evolve under specific conditions. Unlike the more general principles covered in Kinematics, Dynamics delves into the detailed and context-specific aspects of system evolution, considering the influence of external factors and conditions. 1. Law of the Completeness of the Parts of the System (Statics): A functional system is comprised of four essential parts, each serving a specific role: Engine: Generates necessary energy. Transmission: Guides and directs energy flow. Working Unit (Working Organ): Interfaces with the external world or processed object. and Control Element (Organ of Steering): Ensures adaptability and control. This law emphasizes the necessity for a comprehensive set of components in a system to ensure its proper functioning and adaptability. (keywords: wholeness of system) 2. Law of Energy Conductivity of the System (Static): Recognizing that every technical system transforms energy, this law emphasizes the importance of efficient and unrestricted circulation of energy through the four main components (engine, transmission, working element, and control element). Energy can be transferred through substance, field, or a combination of both (substance-field). There is a neeed to ensures the smooth flow and utilization of energy within the system. (keywords: conductible energy flow) 3. Law of Harmonizing the Rhythms of Parts of the System (Static): Focuses on achieving synchronization in the frequencies of vibration or periodicity among the different parts and movements of the system. Aims to create harmony and coordination among the various components, preventing conflicts or inefficiencies caused by discordant rhythms. (keywords: coordination, harmonization) 4. Law of Increasing the Degree of Ideality of the System (Kinematics): The ideality of a system is a qualitative measure of the ratio between all desirable benefits of the system and its cost or negative effects. This law suggests that in the pursuit of improving an invention, there is a natural inclination to increase ideality by either enhancing beneficial features, reducing costs, or minimizing harmful effects. Although achieving a state of zero cost for all benefits is not feasible, successive versions of technical designs typically increase ideality over time. Formula: Ideality = Benefits / (Cost + Harm). Keywords: Degree of idealness 5. Law of Uneven Development of Parts of a System (Kinematics): Acknowledges that different parts of a technical system will evolve at varying rates, leading to the emergence of new technical and physical contradictions. This law highlights the importance of recognizing and addressing disparities in the development of system components. Alerts to potential conflicts or challenges arising from uneven evolution within a system. Keywords: Unequal development of parts 6. Law of Transition to a Super-System (Kinematics): When a system reaches the limits of significant improvement, it is incorporated into a super-system as one of its parts. This integration into a larger context opens up new possibilities for the development of the original system. Recognizes the finite nature of individual system improvement and suggests a pathway for continued development through integration into a larger framework. 7. Transition from Macro to Micro Level (Dynamics) :  The development of working organs within technical systems initially occurs on a macro level and then progresses to a micro level. This transition from macro to micro is identified as a significant, if not the primary, tendency in the advancement of modern

Ideal Final Result (IFR)

In TRIZ (Theory of Inventive Problem Solving), “Ideal Final Result” (IFR) refers to the desired state or outcome that fully addresses and resolves a problem or contradiction. It represents the ideal state in which all conflicts, contradictions, and limitations related to a problem are completely eliminated. The concept of IFR is used as a guiding principle to envision a solution that achieves the best possible result without any negative side effects or compromises. TRIZ encourages innovators to think beyond incremental improvements and aim for solutions that push the boundaries of what is currently thought possible. By defining an IFR, innovators can work backward to identify creative ways to achieve that result and overcome any existing conflicts or challenges. This approach helps to inspire innovative thinking and drive the development of breakthrough solutions in various problem-solving scenarios, from product design to process improvement. Altshuller first imagined the IFR] as a tool for thought in the 1950s. Two key philosophical ideas in TRIZ and “systematic creativity” are the idea of ideality as an evolutionary path and the idea of an “Ideal Final Result” (IFR). The method entails establishing the ideal outcome to be attained or problem that the solution under development is intended to solve before working backwards to find the best practical solution that is as close to IFR as is achievable. There are several ways to define ideality, however the following definition is frequently the most useful: Benefits (perceived) / (Cost + Harm) = Ideality Benefits (perceived) as Useful Functions / (Cost + Harmful Functions) = Ideality However, wherever human factors are involved even as a user or operator of the system, we would like to propose an alternative definition to measure the ideality of the designed system or proposed solution as Benefits (perceived) as Useful Functions + Feelings / (Cost + Harmful Functions + Feelings) = Ideality The IFR instrument is primarily designed and used as a questionnaire. The questionnaire is made up of a series of questions that can be used to reflect on the idea of ideality and pinpoint potential strategies for achieving it. If someone has already created a system that can do a particular function on its own, the self-x function is an excellent place to start looking. To investigate the possibility of shifting the responsibility for the desired function to the component(s) one or more levels up in the hierarchy, the system hierarchy aids in identifying the system’s components and sub-components. IFR method seeks the following step by step implementation: 1. Answer the questions in the exact order they are listed on the questionnaire. 2. The first query poses the difficult task of identifying all the USEFUL FUNCTION(s) & FEELINGS that the system must perform. 3. To increase ideality, consider how to supply the FUNCTION(s) & FEELINGS in the following way: “how could I maximize useful functions, feelings and outcomes as benefits and minimize cost or harmful functions and feelings to almost zero, negligible or non-existent”. 4. The final query aims to elicit “strong thinking” as described by Altshuller. The answers to this query include a list of all the obstacles stopping us to achieve the IFR. 5. The fourth and fifth questions are meant to challenge the responses to the previous questions. 6. The sixth question aims to establish a clear connection between ideality and the assets or resources that we need to define the overall problem. 7. The questionnaire’s final question serves as a bridge to the tools to solve the problems down the line. Most of the ideality-centered problems will result in a contradiction or a knowledge and effect type of a problem. 8. If the first time through the questionnaire results in the definition of a problem that cannot be solved, the ideality problem definition could lead to two different paths for further exploration: (i) investigate alternative problem definitions with less difficult IFR definitions since the stated IFR is unachievable (repeating steps 1–7 iteratively) or (ii) there are multiple factors that are making it difficult to meet a specified IFR, and we would want to learn in-depth about each one of them. IFR Questionnaire: 1. What is the final aim of the system? 2. What is the Ideal Final Result (IFR) outcome or scenario? 3. What is stopping you from achieving the IFR? 4. Why is it stopping you? 5. How could you make whatever (factor) is stopping you from achieving IFR to disappear? 6. What resources are available to help create these circumstances? 7. Has anyone else been able to solve this problem? Example: Detergent Business: Running the definition of a detergent business through the IFR questionnaire should give us something like: 1. What is the final aim of the system?  Clean clothes 2. What is the Ideal Final Result (IFR) outcome or scenario? Clothes that clean themselves 3. What is stopping you from achieving this IFR?  Cloth fibers are not able to perform this function 4. Why is it stopping you?  If the fibers can’t perform the function, the clothes aren’t cleaned 5. How could you make whatever (factor) is stopping you from achieving IFR to disappear?  If there was a fiber or fiber structure that was able to clean ‘itself’ 6. What resources are available to help create these circumstances?  Fiber, atmosphere, wearer, wardrobe, sunlight, 7. Has anyone else been able to solve this problem?  The ‘self-clean’ function is possible in nature (Lotus Plant), but the only man-made self-clean structures (e.g., ovens) use resources that are not present in this case. Alternative; disposable clothes. If having self-cleaning clothes is currently not a reality, how can we come up with a workable solution by identifying an alternative and taking a modest step back from the ideal. Fundamentally, the step back must incorporate an external cleaning system. We may choose from several other ideas, such as “clean clothes without using a washing machine,” “clean clothes without using water as a resource” and so forth, i.e., “clean clothes without using any external agents.” Then, using this IFR definition tool, we can look at all these conceptual possibilities that

Genrich Althsuller

The individual in question had a distinctive personality and dedicated his entire life to researching technical issues and literature to discover a common language of creativity and invention. He dedicated his life to the goal of discovering and creating systems for systematically innovating because of his intuition. It has been a subject where more effort has been spent trying to disprove the idea that inventions come about because of trial and error and moments of inspiration than at any other point in history. Although the amount of TRIZ knowledge has grown tremendously, it hasn’t yet been able to live up to its lofty claims, but it has been extremely successful in inspiring many minds throughout the world to carry the torch into the next years.Many engineers and researchers have been lured to this field by the exclusive search for universal application to innovation through the practise of coding of systematic ways of creativity to contribute either voluntarily or as business prospects. There are more and more people who support TRIZ. These are people who believe that creativity can be coded and taught to great or at least a certain extent (if not 100%) and thereby could eliminate the trial-and-error method of inventing that leads to unpredictable outcomes after investing huge sums of money.Keep in mind that although this idea is self-taught and self-avowed, it cannot be enforced on the general populace. Any insistence that it will always be a science of innovation could have disastrous repercussions. Even in 1948, when Genrich Altshuller, then a Lieutenant in the Caspian Sea Military Navy, sent a brazen letter to Stalin in December charging that the Russian approach to invention and innovation was disorganised and rife with stupidity, it was risky. And that there is a “theory” that can aid engineers in inventing methodically and has the capacity to completely transform the technical sector with beneficial effects. We would wait to see what happened next even though it took two years for a response to the letter. Let’s have a look at this brave Lieutenant’s profile in the interim:Name: Generich Althsuller Pen Name: H. Altov Date of Birth: October 15, 1926 Place of Birth: Tashkent, Uzbekistan (in the former USSR) Education: Mechanical Engineer, Azerbaijan Industrial Institute His primary residences were in Baku (Azerbaijan’s capital), Petrozavodsk, and Karelia. In 1900, the Russian Empire included European Russia, most of Poland, the vast Asian region known as Siberia and present-day Finland, Lithuania, Latvia, Estonia, Moldova, Belarus, Ukraine, Georgia, Azerbaijan, Armenia, Turkmenistan, Kazakhstan, Uzbekistan, Kirghiztan and Tadjikistan. Finland and Polan became independent states in 1917 and 1918. The rest remained part of the Union of Soviet Socialist Republics (or Soviet Union) until its breakup in the early 1990s. Experience: In 1944, during WWII, he enlisted himself in the Army and, although he was trained as a fighter pilot, he mostly served the Soviet Navy in the role of patent expert and was responsible for assisting inventors to apply for patents. In 1946, he was assigned to the Commission on Innovation of the Caspian Navy Flotilla, headquartered in the city of Baku, where he continued to invent in various fields of technology. Date of Death: September 24, 1998 Place of Birth: Tashkent (in the former USSR) Wife: Valentina Zuravliova (1933-2004) The place he spent most of his life: Baku (the capital of Azerbaidzhan). Since 1990, he has resided in Petrozavodsk, Karelia. He first encountered an instance of issue solving or coming up with a solution while he was a young student in Baku’s fourth grade soon before the Second World War. It involved replacing an electric transformer without the use of pricey cranes by first lowering it from a perch on a brick foundation that had been erected in the neighbourhood. He observed the sluggish movement of the transformer on top of an ice block raised to the foundation height and covered with a wooden shelf. Then, in September, the ice was allowed to creak and melt uniformly under the summer sun, which eventually resulted in the release of a stream of water and the eventual, effortless, and ice-block-costly descent of the transformer to the ground. The key realisation was that an object like ice has been created or is present solely for cooling purposes. Everyone has acquired this knowledge, whether consciously or unconsciously. How does one become motivated to envision it as a crane replacement? Anyone who is interested in learning new things to be creative or inventive should attempt to answer this question. Additionally, the question in reverse is: Does linking a less-obvious object to a solution not intended for it as its goal constitute creativity or invention? Althsuller’s imagination has been sparked by this tragedy to seek for any inspiration or knowledge for the solution. After determining what creativity is and how to describe it, the next question is whether anyone can learn to think creatively or if it comes naturally to some people from birth, a genetic phenomenon of chance and luck. It all comes down to what goes through your head. The brain is a factory for ideas. Nobody has conducted research on this factory’s architecture or how it ought to be constructed. People have gone to design this factory even as we are having this conversation because of their environment and internal need for knowledge. There is still no control over or understanding of the factory’s architecture, thus there is no way to predict what it will be able to accomplish or not be able to do or what problems it will be able to solve. Live with the fantasy that, within some genetic constraints, you can tame and train the visible parts of your body to become whatever you choose for the time being (which now is at the frontiers of letting it free with the advent of genetic engineering and biotechnological inventions). In the same manner, you can train your mind to become a factory for ideas that may be intentionally built over time and tested for the kinds of

Online Training – Approaches, Continuous Professional Development & Evaluation

Approaches – Distance, Open and Traditional educational institutions have adopted distance or online mode for delivering education. They use various tools like (i) e-portfolio for assembling digital assets on the web (ii) e-performance support system for employee to manage digit learning assets specific to their job performance (iii) personal digit assistant to manage the time and activities (iv) electronic storage device for data portability and back up (v) audio and video players, (vi) websites (vii) web 2.0 and 3.0 tools for video calling and exchanging messages (viii) community management software (ix) discussion and bulletin boards (x) collaboration software (xi) e-mail (xii) blogs (xiii) wikis and (xiv) Learning Management Software (LMS). Instruction design are guidelines based on the best practices and theories. There are two most commonly used instruction design approaches for imparting online education  A: objectivist (based on behaviorism and cognitive science) – change in behavior is the learning objective subsequent to the understanding of the reality and  B: constructivist (based on constructivism and cognitive science) – the learning objective is to help the learner to conceive its own view of the (new or existing) reality or events (personal, social, radical, educational) based on its own experience.  Social and educational constructivism impacts the curriculum design. Learners correlate existing reality with the new reality or knowledge, in order to make a sense out of it (i.e. no rote memorization or forced acceptance of reality in a predefined manner as factual knowledge). Its up to learner to order, re-order, test or interpret the new reality or knowledge. This hence promotes expression or personal opinion about the subject of study and receive feedback on the same.  There are multiple models to implement this approach – collaborative and socio-cultural approach wherein learners are brought together for discussion and information sharing. The technologies enable the diverse socio-cultural environment (learners) for collaborative learning.  There are multiple principles associated with the constructivist approach:  (i) creating realistic environment sensitive to the context under study  (ii) solve real world problems  (iii) instructor to act as a coach  (iv) promote multiple conceptual interpretations  (v) discussion objectives are arrived at (negotiated) and not imposed or forced upon  (vi) evaluation is self-analysis or reflections  (vii) tools and environment is provided to support generation of multiple perspective – authentic (real world), negotiation, relevant content, facilitators or guides (instead of teachers), motivating for sharing personal opinions fearlessly i.e. without a fear of rejection or non-acceptance (interactive), content relevant to the prior knowledge of the learners (most challenging part), formative assessment of learner for feedback and learning experience and self-regulated or self-mediated environment (project and choice based control and collaboration for a conclusion) like self-tests or quizzes and group and individual projects and assignments based on choice of topic or area of focus.  (viii) learning is controlled and mediated by learners themselves.  C: Mixed Approach i.e. based on the learning objectives or tasks, choose the most relevant approach (use multiple models or theories) to achieve the desired learning outcomes. It also means to include tools for both distance and online or face to face mode of delivering education.  Normally it suits the workplace learning environment. The learners get to learn and apply in the workplace the new knowledge acquired and consummate experience collectively based on the real outcome and feedback. It encourages both external knowledge discovery and research  based on the workload and the internally supplied knowledge. It provides both group learning and implementation and individual learning and working or applying environments.  Supports face and face and digital interactions as per the need of discussion. Teachers in an online education environment has a pedagogical role that includes  (i) they should have online learning experience as well to ensure quality of the education and online learning material  (ii) they need to be trained and prepared for the online teaching based on the best practices (should not just implement these best practices without knowing the needs of their learners) – objectivism and constructivism i.e. to be able to play a role of  a coach as well as a conventional teacher.  Teacher should be able to frame open ended questions to promote discussions and invoke learner’s interpretations and reactions and opinions (didactic communications).  (iii) understanding of summative evaluations and formative self-evaluation – group and individual assessments and team work environments. (iv) group and context sensitive precise interactions and communication in a distance or online education mode considering the socio-cultural aspects like beliefs and value system and language related sensitivities and challenges that influence the flow of dialogues. Navigating through the criticisms and divergence which are culturally sensitive or appropriate. It needs teachers to get to know the students (prior to engaging with them) so as to communicate with them effectively (relationship building needs sufficient knowledge about the audience and how they behave in group and individual settings) and encourage face to face interactions and meetings as much as possible when it comes to delivering instructions. Collis, Vingerhoets and Moonen (1997) identified seven dimensions of diversified and multi-cultural environments – social organization of course, structure of course content, activities and progression,  course materials, mode of interactions, technical platform and language. It includes the conditions under which the course is being delivered.  There are other models too that address the socio-cultural aspects of the ODL – Seufert’s cubic model, McLoughlin’s Inclusive Pedagogical Model, Henderson’s Multiple Cultures Model, Rutherford and Kerr’s e-pedagogies etc. (v) collaboration (scheduled or unscheduled interactions, inherent stresses and flexibility based on varied prior knowledge or experience) and feedback (peer versus teacher provided).  Teacher should be able to divert or let people make the best of of the discussion boards and have suitable interventions to pick the feedback or questions or interpretations on this tool (that might come at some scale and need a response). Leverage such a feedback to muck dynamic changes for better acceptance and continuity of the education. Exercise control (to promote active participation and learning) without getting inflexible from time, pace and outcome perspective.  Designing courses for Online Distance Learning (ODL), course designers need

Implementation Aspects – Training Need Assessment, Staff Development Methods, Trainer Training and Language Issues

Training Needs Assessment (TNA) – Every training need, needs to be assessed from the perspective of what is an optimal  performance, what is an actual actual performance and what are the feelings of the stakeholders attached with the training needs. Optimal and actual performances will have gaps to be plugged and these gaps might be existing owing to (a) lack of skills or knowledge (b) undesirable environmental constraints (c) few or improper incentives and (d) lack of will and motivation.  In order to assess the need for a training program, in terms of optimal, actual and feelings , it has to be done at three levels, institution (includes organization, its processes including learning and development process and the roles or jobs defined that need to be performed to achieve the organizational objectives), instructors and individual learners. The best way to understand these gaps at three levels, is to conduct interviews and discussions with the concerned stakeholders to seek information on the skills (and existing programs, processes and jobs/roles needed to execute these processes across the organization, in terms of their effectiveness to address the performance gaps or problems), motivation including time and effort constraints and business priorities, incentives and environmental constraints.  Methods of conducting TNA and prioritizing the training needs: Development Centers carry out such TNA exercises at a sector or nation level. They can deploy questionnaires and tools to assess the careers and fitment of role personalities for these careers to establish the training needs in an institution or industry. The outcome of such interventions is to have clearly defined training programs for each type of role across the industry sectors or business functions. Then these needs are mapped to distance and conventional methods of delivery as a responsibility.  Human Resource Audit helps in understanding the jobs and how they are evolving in order to understand and define how the human capital has to be developed from the employability and future perspective. It captures and quantify the job inventories, vacancies and wastage. These audits help manpower planning in a long term sustainable manner. Each nation may define which areas are important for them to focus and invest for their training and education needs.  Interviews are common methods of studying the needs. It could be structure and/or unstructured for gathering information in depth using conversational approach. It can save time and can leverage technologies or media to gather information at a scale.  Observation can be used as a method to assess a training need. This is possible when one has time and right observation methods and tools to gather information and analyze them without much of conversations. It needs one to prepare the schedule for observation, understand what components of the job or process needs to be observed and how to capture these observations and share it with others for training need analysis.  Performance reviews and appraisals which otherwise have become more of compensation management tools are actually good tools to assess performance gaps and the reasons behind such gaps or outliers. It can help plan the performance levels and the required training programs in a proactive manner.  Questionnaire and surveys  are other tools which can have open ended and closed questions to systematically gather information for the training requirements. This can be used to assess the individual level training needs and expectations.  The responses can help the course designers to develop as well as tailor the courses based on the responses.  Review of Plans provides necessary information about the future of business or enterprise and hence helps extract the training and development needs. It doe not point the individual level needs but helps assess the needs at a sector or business function or competency area level. Desk Research helps gather relevant literature and prior studies externally available (past data and facts, from other or same industries or nations) otherwise that can help in enriching the information gathered internally (time sensitive). Group Discussion is another way to extract information and validate the training needs as it can have questions and cross questions to examine the facts or needs and could have people from across the hierarchies to justify and fund these training needs.  It also helps cross functional teams to come together and participate from end to end perspective. Some of the training teams would need instructors from across the organization or business functions too. Group discussion can facilitate need identification (consent based). It can help set business priorities to these training needs in a time and cost constrained environment from implementation perspective. Some training needs are more important than others based on the jobs or roles and its importance for the organizational objectives. Developing awareness the training needs and formulating objectives: (i) Roles/Jobs  (ii) Skills needed to be performed at a job or role level and for the trainers to deliver the training as per the needs – theory is good for compliance but for actual benefit, there should be practice tests or practicums in a course to ensure that these skills have been developed, demonstrated by actual application of skills and knowledge,  in a real world scenario as per the context and the job in terms of expected performance or results from the learning process.  (iii) Trainers and self-perceptions – expertise, trust worthiness, dynamism (iv) Trainees and self-perceptions – rewards, satisfaction level, intrinsic and extrinsic motivations, value, reactive or active learner (proactively seeks knowledge or waits to be provided with). Proactive learning styles are best suited for lifelong learning and proactive learning is a must for trainers while learners could exhibit reactive or proactive style towards learning as a behavior. In proactive learning, the learners seeks out for clarifications proactively and trainers seek the students out in an attempt to assist them prior to they finding themselves into a problem. The same is valid for the non-teaching staff working on provide support services to students or administrative services to the faculty members. They need to have proactive styles too as a part of self-perception. (v) Training programs

Staff Development Perspectives – Self Learning, Support Services & Evaluation

Training to develop self-learning print materials –  Training in student support services – Objective, Target Group, Methods, Resources, Schedule Day 1 : ODL, LSS, SLM, GD Day 2: AC R, DEMO, Role Play Day 3: KAS, Communication, Assignment, Evaluation Feedback, Valediction Training of non-teaching support staff – Word Processing, Collective Work, Record Keeping, Information Retrieval, Equipment Maintenance, Academic Association, Information Sharing, Hospitality, Professionalism, Sense of Responsibility, Self-Discipline. JD – Assistant, Section Officer, RegistrarStaff Training and Development – Beyond Roles and JD and Trainings – rotations, coaching, visits etc MIS and role Evaluation of Training – Approaches – Goal Based, Goal Free, Responsive, System evaluation, Professional Review, Quasi Legal