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Technical Comm I

by: Shyanne Lubowitz

Technical Comm I ECE 3940

Shyanne Lubowitz
The U
GPA 3.85


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Class Notes
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This 29 page Class Notes was uploaded by Shyanne Lubowitz on Monday October 26, 2015. The Class Notes belongs to ECE 3940 at University of Utah taught by Staff in Fall. Since its upload, it has received 23 views. For similar materials see /class/230006/ece-3940-university-of-utah in ELECTRICAL AND COMPUTER ENGINEERING at University of Utah.

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Date Created: 10/26/15
Content of Technical Posters Neil E Cotter Abstract Tell the whole story in one sentence Maybe two I Be specific Be succinct Graphics I Tell the story visually Selfexplanatory graphics Simple visual design Clear captions Complete axis labels Readable font Introduction I Name it I Introduction I Background Statement of Problem Something more specific to project Contents Motivation project applications interesting problem Background what s been done before References key prior accomplishments Solution Name it Solution Methods Approach Something more specific to project Contents How problem was solved Specific technical details Results Give specific numerical results Explain implications of results Use graphics if possible Conclusion Recap entire poster I Be specific use numerical values I Make it selfcontained Keep it shorter than a paper conclusion Limit speculation about future work Acknowledgements Thank those who helped on the project I Keep it short and factual References I Give complete citations Smaller font is okay but not too small EEE 3940 INFORMATION ABOUT TEAMS By CLEAR Center What is a TEAM 39 Group members must have shared goals or a reason for working together 39 Group members must be interdependent that is they perceive that they need one another s experience ability and commitment in order to arrive at mutual goals 39 Group members must be committed to the idea that working together leads to more effective decisions than working in isolation 39 The Group must be accountable as a functioning unit within a larger context TaskProcess Balance The success of any group process is fundamentally lined to the ability of the group to balance its attention to the task at hand and to the group process Some groups emphasize process behaviors This preference brings with it much strength The group is usually aware of the big picture sensitive to group members open to new ideas and creative However if a group is too process oriented they may do nothing more than spin their wheels and nd they have difficulty with closure With too few task behaviors the group will be ineffective Other groups are highly task oriented They emphasize efficiency attention to detail bringing things to closure and in general getting the job done If the group is too task oriented they will miss the big picture questions the people issues and the importance of creativity and intuition They may make quick decisions but the outcomes may be less than desirable either in quality andor the degree of commitment to them Task Behaviors l l Process Behaviors THE UN IVE RS ITY OF UTAH 39 Doing 39 Working independently Making logicbased decisions Acting Moving things along Focusing on details Directing Bringing things to closure making decisions Controlling Telling Focusing on the job at hand Resistance to change 82608 Thinking Participatingteamwork Using creativity and intuition Talking Exploring ideas more deeply Focusing on the big picture Facilitating Opening up looking for other ideas generating alternatives Letting go and empowering Asking Focusing on the people values and vision Receptivity to change Developing Working Agreements Working agreements are guidelines developed by the group as to how they must work together to create a positive productive process Working agreements describe positive behaviors that although basic often are not automatically demonstrated in group processes For example an agreement might be We all agree to participate fully Agreements are the group s power tool Elements of the working agreement should be posted written out on a chart or board or giving in a handout for easy reference throughout the group process Working agreements accomplish the following 1 Develop a sense of shared responsibility 2 Increase members awareness of their own behavior 3 Empower the facilitator to lead the group according to the agreements 4 Enhance the quality of the group process Agreements work well when 1 They are well developed Important to the team Limited in number approximately 7 Fully supported by each member 2 They are used Members are reminded of agreements during process checks Members are reminded of agreements when they are broken Some Examples of Working Agreement Guidelines are 39 Attack a problem not a person 39 Listen to other s points of View without prejudice 39 Do not take comments personally 39 Show up on time and if you cannot contact the group 39 Be prepared for meetings 39 Be willing to take risks 39 Be committed to ending on time if possible Common Concerns What to do when someone in the group is breaking an agreement Use the agreements That means you refer back to them You might simply do a process check which means stopping the discussion of task for a few minutes to focus on process You might say Let s pause for a minute to check back to the agreements we made at the beginning of the session How are we doing Which ones are we living up to the best Are there any we are ignoring or not living up to The negative behavior is usually 39 J and ack 39 Ag J by the 39 J39 39J 39 who has been demonstrating it If you have been demonstrating negative behavior live up to it and discuss it with your group members Dif cult Behavior Tvpes amp How to Respond The Silent Type May simply be quiet by nature andor may not want to be part of the process How to respond Use the silent generation of ideas techniques or a roundrobin brainstorming session to ensure that participation is comfortable and expected It is important that people be challenged to participate but at the same time not made to feel uncomfortable Establish a reasonable expectation at the outset by making reference to the importance of full participation Add that you are not expecting that everyone has the same amount to say or speaks in the same style What you want to emphasize is that no one should ever leave a meeting without expressing an idea or concern with the group After the fact is often too late The Monopolizer Full of ideas usually the rst and most frequent to speak this person s con dence can intimidate or unduly in uence others May tend to repeat points How to respond A monopolizer may keep repeating their point if they don t feel as though they are being heard If they are known to be habitual monopolizers there is often a tendency on the part of group members not to recognize their ideas for fear of encouraging them to go on The lack of recognition often has the opposite effect The monopolizers have no evidence that they have been heard and so continue to speak and repeat points To combat this 39 Use a ip chart to visually show the ideas that have been brought up 39 Be direct There are times when you will have to explain that others ideas need to be heard too The Intimidator Forcefully spoken judgmental has strong opinions to this person the answer is obvious often critical of others tends not to listen How to respond Communicate that you understand how they are feeling pressured for time or that the decision is an obvious one however not everyone feels that way and the group needs to Examine the pros and cons and that each member s needs have to be met as fully as possible ifthe process is to be a successful one The Nice Guy Always wants to please everyone agreeable hesitant to take a position How to respond Be direct Say something such as Susan I m not sure I understand your position on this What do you believe the best option to be Before closing a group meeting check with each member to ensure that they support the meeting s outcome This is particularly important when a group member often appears supportive but ultimately is not The Unhappy Camper Negative looks for fault with the process and or others ideas H ow to respond Acknowledge that they appear to be unhappy with the process and ask whether there is anything the group has the power to change that would change the way they feel Get them involved perhaps by asking them to facilitate a meeting or act as a scribe for notes Ask them if they feel they can make a productive contribution to the process feeling the way they do If all else fails it may be appropriate to free them from the process gtkAdapted from L Bendaly 2000 The Facilitation Skills Training Kit McGTawHill Companies Inc Burnout Remedies Information SheetT Individual Burnout Symptoms Tendency to blame others Excessive complaints Low energy Boredom Physical Illness Failure to see friends Misplaced priorities Feelings of being overwhelmed Agitation Denial of burnout Insomnia Feeling ofbeing trapped Fatigue Short temper Chemical abuse Decreased creativity Nonproductivity while busy Inability to focus on matters at hand Dejection Absence of physical wellbeing Feeling of ineffectiveness Lack of enthusiasm Remedies Ask for help Examine priorities Choose to become burned out for a set period oftime Contact support group members for help Take a week off Engage in energizing activities Examine the balance between personal time social time family time and work time TeamOrganizational Burnout Nonproductive nervous energy while working on tasks Little energy for accomplishing maintenance concerns Tendency to blame outside forces Nonproductive meetings Request for relief Team members exhibit one another s negative symptoms Remedies Ask for help from fellow team members or other coworkers Ask for help from an outsider such as a professor or aide Have a team lunch outside the work setting or go on a eld trip with fellow team members Suspend operation until the team feels capable ofresuming 12 days Eliminate meetings held during mealtime or after a long day of schoolwork Recognize that everyone will lose unless an effort is made to recover Recognize that the situation is systemic and requires a major intervention TBy Eileen FN Collard Warren Sam Miller and William Grimberg Adapted from A Trainer s Manual for Process Politics B E Guthrie WS Miller and W Grimberg 1981 CA University Associates Designing Your Page Step 1 Design for a Computer Medium A computer screen is not a printed page Readability changes depending on color layout and format Different browsers screens and displays can change how a page looks How We Read Text Following normal reading habits the user s eye moves from left to right How We View Screens Looking at a screen the user s eye scans in a more clockwise pattern How Will Your User s ReadView If a page uses a lot of text the user will read in a more traditional left to right manner If a page has more graphical elements the user is more likely to take in the whole page Accepted Relative Areas of Importance 2 1 4 Questions to Ask Yourself What is the Purpose of my Website What is my Main Audience My secondary Audience What Information do I want to present Designing Your Site Step 2 Plan your site s Hierarchy How are your pages linked together How many links exactly Where does the User go next A Structure That is More Wide Than Deep M i i Work Class Play Family Me Sample A Structure That is More Deep Than Wide T Main T Work Me Class Play Sample Family How Would You Structure It 7 Designing Your Content Step 3 The Do s of Good Web Design Use all lowercase and m spaces when naming files Keep a Consistent Look and Feel Use Colors that are High in Contrast Design for Low Bandwidth Use a Grid Structure Designing Your Content More Do s Use Active White Space Design for Interaction Use Hypertext Linking Effectively Design for Accessibility Keep Your Site Updated on a Regular Basis Designing Your Content Step 4 Things to Avoid aka The Don ts Don t Overuse Media Don t Make Your Users Scroll Too Much Don t Flood Your Pages with Content Don t Choose Colors or Images that Make the Page Hard to Read Designing Your Content Don t Forget to Title Everything images and pages Don t Assume that Your Users Know Where to Go DON T USE FRAMES The Worst of the Worst For a good luck at what not to do visit wwwwebpagesthatsuckcom


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