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Quit Frustrating Your New Developers - Tips From a Teacher

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but this is what that is this is this is this is this this stops display et in my name is Nicky these anything ever here in Austin so what to talk I work freely internal Carolina Anosov for engineering might with the the figure it out ask really I develop on active region and also the others really things I also wrote a library for and repaid description of tokens so I have some sulfur credibility against time saying no 2 ways of France I a
solar background I myself on my very young and had my children and I home schooled them for 16 years and from the time I was 18 and interior teaching math for money which is always great
I coach roughly 15 high school sports teams to which a 1 state championships and all this is just to say that I'm used to being on top in the 1 in charge of the most answers as a really nice fun place to be roughly 6 years ago I returned to school to finish my degree because I was gonna turn workman has come on the kids and now and that marked the beginning of my journey back up the total being at the bottom again it's very enlightening to put yourself in the bottom of the so I would like to have the right
to l I suggest anyone into the position of teaching take the opportunity some time to put yourself in the position of the learner if only she can realize all the things you know 1 of the user changes also in this industry specifically there's a lot of you get a copy of a lot because the summertime just so you don't know this you don't know that negative free media freedom so I recommend something with little fear factor in not necessarily dirty but it was fun so so
I 1st of this talk together I realize that I wanted to make differ basically any new DeBakey your company and I did said I realize as I was going through that I really projected some of my preferences on any new debt and and the given a get away from that what it can do is tell you what preferences are so that if you see is that heavy thread you know that you have a preference for 1 of my preferences is that I I have to have regular feedback clear evaluation criteria and find expectations how those common happy I don't have a lot to say you know you can see this alright of if I'm not growing I'm unhappy and have him teens so Michael isolated unhappy the and I believe that trains two-person activity so if you're in a position to train someone and that person is not willing to put in the work to learn the you've hired the wrong person in this talk is not for you to go find a hiring top to figure out how not to higher those people so there are 3 basic teaching opportunities that you haven't seen the on someone or sorry new hiring you death I the 1st teaching opportunity will be onboarding this'll be about 6 to 8 weeks depending and the next step of opportunity will be continuing education training or mentoring and this so be unbounded in time should be as an engineer should be your whole career you should be learning and preferably you should have someone help you along the path that is just appear when she reach the senior level and then you have routine daily questions and the breakdown types of knowledge into 3 categories as well 1st there's tools of the trade type knowledge this'll be you're languages did not designed data structures databases all those type of things you learn with your book or more book academic type learning so those tools of the trade also we value will be of having to teach domain or industry specific knowledge for example I would discreetly we run credit cards we help people process them so I have to know a lot about the 2nd client has nothing to do with computers but if I don't know what a kid like and then anaerobic company policies and development process so basically just company information using the tree type of information 3 types of information that you need to know how to do it so and there are 2 types of developers which these types huge still some of you have experienced developers need your
and there is so that they clearly have different needs then junior developers need all the things so the teaching should be the same as the same principles but years many more hot enough tools of the trade area and now an overview of what it might not be here overview it once upon talking and it
seems that action and the slightest like down really cool with that an overview of teaching and training so I don't give you everything you need to know about what the point is the point of teaching and training is to reduce unknowns and if training is reducing unknowns what's the point you're doing something wrong so throughout this talk and you go back to where you are you is a gaseous of new training and my reducing unknowns these people make all kinds of other things but really it's about conquering the unknown but for example an ongoing some right now and you know the 1st week you just be talk with them and you will say and I say in my leave Ryan says how you doing and he's like health and you got me to tell you when you see how you like my stomach subset of there's no what we're looking for is so that I have to really quantified you know it forced me to quantify he had an unknown there is expectation I had I Building communicate what it was as general question when I ask you how you 1 of 3 things 1 to have some more fun too are you want 3 is a some question the answer for you so that was a uh teaching opportunity because he had an unknown and I had a fixed unknown and every time you have a new developer and you fixed and unknown there are more comfortable and you become more productive so
most of us are familiar with the 1st thing most people I knew about this television is so we have known unknown thing that we know that we don't know for example there's a distance between the Earth and I don't know that's unknown unknowns I can't give you 1 of my unknown unknowns because I don't even know that I don't know but I can give you what my daughter having to 11 year old daughter she doesn't even know that she doesn't know what a data structure as so we have unknown unknowns and we have known unknowns so basically the the top is what we know we don't know the view is 1 and the bottom represents all the things we don't even realize we don't know all but the problem here is that as long as the bottom of the iceberg is willfully too small to represent how much we don't know and what's going to happen is thank god you don't know this because I think they would all run if they understood how much they get no and so experience that's what happens for experience brains you encounter problems you solve the problem then you realize that you're able to solve this problem even know you had no idea how to solve the story so that gives you confidence that you know you have no idea how you might get these lines got baseline times at times totally not know what I was doing I just do that again but but you just have to have an an experience that success and so you really need to get the stick around long enough and expose the fact that you don't know what you're doing sometimes it's really important for this is the counter to see that really you start of suffrage areas that starting with all kinds of things you don't know and william down and she knows unknowns and solution
so when you go back and you're trying to assess how in my teaching better might do a good job training you have to ask yourself 2 questions the 1st question is are you using unknowns and it's shocking how people can teach for a long period time and never reduces single unknown and you can follow this like if you're preaching to the choir and there's nothing 1 so make sure you reduce the unknowns and the other thing is argued does acquiring more problem solving skills because the fact matter is a g here just don't have as many problem solving skills experience that have more but whenever you change stature change companies there's going to be new problem solving skills you the 1 that that or for that company and so like for example I want screaming answering machine and he gets stuff to run that stuff and I'm thinking it's things to run machine and so things like is post press running all hopeless but it wasn't enough so that it is the thing is is that it's it's I'm not doubt but I I need help in that area and and that was hoping the with the problems of own now I'm on my very 1st team I had a wonderful to see me and she's having a great problem solving skills so
she would send me helpful links no you might the insulated 1st hot and you're like to its height why did I just ask that Western which you really don't know because
Gina gets really do need to go to go 1st if you had asked people don't ask me so that is a job skill and they should have that the so now running going to several of the
teaching I was a teacher as you saw my bio and I like the theories of bio and the topic in the sense state are at so several other teaching they seem straightforward and people mess them up all the time it's a this is a book written 1884 and all of classically trained teachers should have written so long ago 3 laws in suffer the law of the
teacher the teacher must know that which she would teach therefore no thoroughly clearly clearly and familiarly lesson you wish teach now because there are 3 types of teaching opportunities on 1 of them individually for this lesson 1st yeah on
warning and many people feel like onboarding is their personal like it's a one-man show it's not it should be a team of companies shall if you don't know what use was the teaching during on board and you can't onboard someone and you can make a decision along less a manager or an owner you know so basically there should be things trying to teach people during mostly involving company specific information of the 3 types of me she have a computer science domain the company company and domain part of the big during ongoing process once you finish the 68 weak base you have an idea of what the companies about the should be uncovering new company things as they roll through but the important thing is that you can figure this out on your own you got some help you but it this is definitely a issue now that's really might lead Ryan if he has touched anything is talking on and I love that also if you if you touch something he wants you to document I hate that so I should so that was prices come in because there's always documentation on anything that I needed and so after after I can and then surely after 3 more developers command and what we realize is that all of us there was no ongoing process but all this the same things for the 1st 6 weeks and so we have process we just have written down so what right it was he when he created a new engineers him but this has been invaluable the new engines handbook covers all things from setting up your machine what type of work assignments you how the expectations like office hours basically what you need to know to have all those things that people at the company for 6 months to a year they been narrative because all these things you want those things you him you went into as many unknowns that companies in the that off the plate and start really coding and talking about me so some of the things that you can do during the ongoing process will be I make sure they understand your debt process the working agreements on your team for example or do you have a definition of done done they should know that is mission or that is pretty quickly my talk to and additional workers response and the ones currently are but also presenter style guide you may not have won tonight it's OK to get on you but if you have a style guide is mentioned know-how you want them to write the code and if you don't have a messages in of only for new that you wanna . 1 basically said people coming on node expectation not so that you can hear people the handle that's 1 but you get what I want to know the expectation now you wanna know how the comfort there you have it seemed that the company as a whole that's important thing for them no with whatever team appointed also to understand how to develop a fascinating basically all this is trying to manage expectations and then you want tell them how changes of comfort before the call comes up and sorry stressful cannot company and if you come on in there are a you have comfort readily gate like that would happen but it would be nice to know the processes before you face it the then you have
continuing education training ball here this is unbounded so this'll happen over you know weeks and months hopefully years if they like the team and the point of continuing education mentoring is that take people where they are on your latter whatever low level they are have a mass of those skills and also push them toward the next level of engineers want row and so if you may feel like you helping the master the skill set and also pushing them to the next level the school skill sets that it's reassuring that they're not the only ones driving career so you wanna make sure that they know what the engineering is doing to go over that what your expectations are for instance 1 the next level because everyone was the 1 in Figure 1 when the people that are getting better with it I'm sorry the partially style guide reviews are greatly due during this time because most style guides like for example every the has a chance to accept style guide that I spent a lot time and at 1 point and I a I enjoyed it because I like knowing why keep on making the statisticians now people can be flippant about style and just like you have to do this for a long time we have good reasons why the decision and so going over that with the experience that is a good way for them to make their own opinions because really what you want to do is to acquire strong opinions and hold them loosely what that means is that they should have an opinion and be able to discuss other opinions and hopefully improve their opinions and so this continuing education should be helping them along the path and then lastly core booklist hands a recommended reading list so every company has the value and if you don't that chromosomes going all my kids read the same sample books but this difference is always at our table we might discuss something we could reference the same books we wanna talk about government theory when the federal there interpreters papers event John Locke their edges so if you get any of those in Ohmic is no talking about it's also when you can talk kids we you can talk and group you all have the same referent to have whole book list can help get everyone on the same page and it's very helpful for hiding better opinions 14 and strongly are holding them loosely but the new in India but then those decisions and then the last for the life of a lesson in reading questions so on means you need have the answer or know how to find the answer the evidence in the process and how to find the answer because you can't find this out yeah and this and Sanger jingles applied needing reducing unknowns and demonstrating problem-solving skills so if in the course of a routine question you realize they're missing something that they should already know you should fill in that gap right then because every time you fill an unknown developers are more happy and they're more productive the 2nd law is the
law of the learner the learner must attend with interest to the material to be learned therefore gaining keep the attention and interest of the peoples on the left and don't try to teach without attention this comes down the hiring you know you your IP with a lower but also you provide an environment that is conducive to learning which means you need a welcome questions and the reason why you need a lot of questions because the questions expose unknowns and you can't fix an unknown into someone's which you have so you don't want a fossil that environment which means that if asking questions is good everyone should know when it shouldn't just be the more experience you deficiency seniors asking questions is encouraging the Mitchell ask there's nothing happens reason over his last questions 1 of 2 things going on there 1 may have reached a hopeful potential or to they're just really good if you look at the settlement acceptable the first one is not so another thing that we did it really is you need a slap on which channel and this allowed people to be able to go into of more private room with you have your words and Justin on people there and they can ask questions that have exposed all the unknowns to everyone a company which can be used to view so but I've gone through you know impostor syndrome is is very common in the industry any level can base it is uh gone through and I actually scripted I had some really great actors actors and actresses actually this out on the ice for this great little talk you can have a long that's about how to you 1
know knows what they're doing it this is a very helpful conversations everyone should hear this just all fake it's we figured out I and I realize that some of us know things but there is something that we don't know I think that we really need to make sure
people realize how much experience does don't know but the you would this study to figure out what meetings the the and what they came up with 1 of the things on Avogadro 5 but 1 of the psychological thinking and basically that is defined can we take risks honesty without feeling insecure or embarrassed and questions can be considered risk so if you can ask questions about the insecure embarrassed your client that the that so I also have
this theory I think this is my during the summer months before so I'm not getting them to that alone but the number of regular interactions someone has to the team should improve their psychological safety and I'm going to be too serious 1st developer has 40 interactions with the team and of those 40 they're all questions In the 2nd developer they to have 100 interactions they ask more questions they are 60 but they had to wonder in actions now that 1st developer that only have 40 interactions there will start becoming very self-conscious about asking questions because every time as ask question is reminded all the evidence is that and that can be a heady when your when your comment on some place you don't wanna just you want have something to offer you and me a value and your questions are just a drain on those around you and some people feel that some people will you wanna watch out for that the person that has 200 interactions and 60 Linear questions the questions are part of the flow but they don't define the flow and this is where comes in handy you need to have some interaction and it can be meals knows is great because everyone has to eat and you wanna make sure your activities inclusive so you know drinking I idea but I 1 does so you want to think that everyone you to enjoy water cooler chat sites have a kitchen we can go out the people and and and how you need to have more interactions and just questions all the time for the new people what your company Facebook ping-pong world with a company that some parties and then you can go into the back so basically you want to provide some interaction for your new people your company that don't involve in expressions of things they don't know cost I'm
protect don't start explanations of clearly a obviously that did you just don't do it the
law of a language the language used in teaching must be common to the teacher and the year love learner therefore use words understood the same way by the peoples and yourself so there are 2
keys to success in this I don't use specific acronyms and domain-specific act acronyms that frustrates people they don't know what you're talking about and it's disheartening and we do a lot and then you define terms as you go it's really developed love repo that had a glossary of terms in that that was really helpful so we would point a new people to the glossary we would try to make sure explain atoms as we go but the very least they had some recourse to the Figaro acronyms were when it you know when they got that usually something's and oxidative what was so you want to make sure that using the same language and what again example from
when I was teaching math number 12 here 1 day was this is like Step graphs is this what this chapter is on and bugs to raise their hands and it turns out that they had never been to a post office so they couldn't understand the problem the language problem was beyond them in Dayton was going on and so in order to any old which is not nice and I can just explain to pose of less but that would have again needle older so I change into text messages were the 1st 4 violent no 120 text messages are this much money and an additional money for every block of 15 text messages after that at this point time phone plans weren't doing the whole unlimited texting so they understood the problem they were able to solve it but they really needed to understand what the problem the log of the lesson
it choose to be taught must be learned through truth already known therefore begin with what is already well known to people about the subject and proceed to the new material by single easy natural steps so this just means you have to teach from the known to the unknown and we do this all the time someone asks what a word means we don't define them there were they don't stand with more words they don't understand we define that word before word that you understand so when you're when you're working with the new developer you wanna make sure that whatever you're starting your explanation they actually know where you are in the pipeline so if you if they're back here and you start here your explanations useless you have to make sure that you back up to where they are in some of that's going to be you asking them questions but I have a uh an example of someone change things together to help them learn something new and now is not the greatest but it shows the chain part Michael Scott
has an amazing pneumonic device by which summarizes was the problem that you get off standard right body your head is
bolded carelessness shiny is reflected by the mirror and during more yes but it works so well microphones that can do here is chain things together he knows learn something doesn't know which is a good idea the hi OK
so the idea is that you want teach from the known the unknown random factor we don't stick you have to make sure everything is cohesive so I was teaching
that when a student can complete this problem I would ask if they can complete this problem more often than not we couldn't you would think that by the time you got sufferers and years of high school but they would be 1 year bond problem but most the time if they had a problem with the top from without and actions they actually do regular fractions and if I started the explanation just working on algebra they were gone I haven't tried that and 1 over fractions again which seems silly but it's this reality so sometimes I think of teaching like throwing told Gabriel you know and seems so much information people and you see what sticks and and that's true it is what it feels like sometimes but the reality is situation is that that kind of takes away so that you can affect you can change the effectiveness and how you change the effectiveness as we throwing information actually taxes the something already they are you have information you throw more information that attaches than a lot of step if you don't it's just always in words as frustrating to because what happens is if someone question and I explained to them and at 1st I could saying are the acid questions and I start explain here now the 1st time I do this my the way I know and understand how you're out there like in hope only back to where he knows because you know he he's communicate but I continually and another have him all the time way out here with my explanation he's gonna start on the need the face is like and harmonic with and so then you just like it this time and that's not good OK see gonna make sure that you're starting where they are because it was people going to say the small you kind of loss about because now they're just trying to make sure that you know that the stupid an EEOC pastoral on that you wanna make sure you have environment we can ask questions when a they can learn enough have some psychological the love teaching process teaching
is arousing and using the people's mind to grasp the desired spot on a master the desired art therefore stimulate the people's own mind action keepers thought as much as possible ahead have your own expression placing him in the and discover anticipated here most of us know this by like Socratic Method 2 things and so we're trying tree students are making the lessons their own not just going to tell them so up the I think the best value as teachers that you can provide to students of people the training isn't to provide answers but to to teach them right questions to ask just like if you became an excellent google where you're just more effective because you know how to ask questions that's basically what makes people go to google what question to ask so but the kiddie time-consuming to teach people how to ask questions I wanna go over 1st the benefits to just answering questions
because there are a few just answered questions it's easy it's fast and I think there were 3 is the most important 1 it makes us feel smart any it's even better if we can make enough of my you know so I if you just answering questions you ask yourself if you're playing still passive-aggressive thing where each questions not really the grand backdrop for someone at that age that question again it's kind of passive aggressive needed knocking off because it makes people not like but it also provides job security so that's another big benefit here so just answer questions these everything you get from that US short-term gratification but long term it's so in education we use a thing called question flow which is basically where I ask a question you can see answer and we do this over subject matter and you end up memorizing things and when someone asked question automatically know the answer so it's like predicted text but actually works you want to use the same words verbatim it triggers the person start hearing your words before they ask the question and it's extremely effective for math education so so here's some
examples I will ask the class what is of meaning that now my ensure many you pray at RT had this question and you get want the people to have that this is what you hear and they know the answer so you basic teach them how to ask questions when area promise of an image out of have them all was the 1st in the training we see not a retraction factor it's now this is a harder 1 it would be what fraction of the out symptoms to together to see that so it least if you give them some way of dealing with that fraction the 1st year I do try to factor trying to reduce at least have something in a toolbox to address that so when I when I was a German join my 1st team have a working agreement for the for testing out of your I would but if you're out Ministry view so it's say Europe test for that right you can see that the of the that the Italian applicable time before I'd like in to press the button to test for that and you know time so that question answer tho you the same type of flow to get someone on board very helpful so new developers need to hear that
flow even experienced buffers you hear the full because the status difference so you wanna taken when you're working through a problem them or you work into any issue what you wanna do is talk out loud and tell them where you start looking at you know like when you call customer support is the machine content in this mission you they're starting debugging from the beginning but when you start canonical problem we already have all these questions were asking ourselves were not telling people that were asking ourselves in resolving the question so when you're teaching someone you wanna ask questions about and resolve it so that they can learn your question answer float any manner adopt all of 1 but when it any questions that they adopt will help them tremendously in debugging efforts and also to understand that you're you're basically asking questions to get your answer and the issued many right so so
although repeating is really great and helps people memorize the answer is and how that available if they don't understand your answer repetition will help at all so you need to go back to nature using words of the understanding your in starting somewhere that they can actually follow you and then those that advances we repeat them they actually do help the law of the very process this data
must what this in his own mind a to be learned therefore required people to reproduce the populace news learning thinking it out in various phases and applications and so we can express that in his own language I think the take away here is that we don't want people to make this information around we wanna give them a chance to apply it we also have to accept the fact that people have different learning styles so you have social learners solitary learners and although company might have a certain culture of you mostly carried or mostly working move you I make some accommodation for people especially in the ranking of ongoing period to do things that make them comfortable because having to learn a bunch of stuff in comfortable is very difficult to get a lot about to stop at the summer comfortable to so much easier so if you have people that like carrying accommodating in the role that the period of carriage of the goods and also if you like if you have solitary learners but your parents shop you might wanna gives some time and just so that they can feel comfortable learning stuff in component situation you can't talk understanding in the
people and this is something that I saw when I was about 3 years ago I started skating such a dirty and the base you would go to practice and someone volunteer to teach and the best teachers for the teacher that taught you your lesson and then they let you work right and it was a mass mean you'll Europe you're all over the place but the fact the matter is this a physical activity and no matter how much you understand the physics no matter how much something tells you how this was a pulsed off or how useless they had someone you just have to hit them a lot in at them so is the idea that you can only talk tell someone so much that given time to work it out and you can talk and in the and people make a mistakes of I'm going to give them the benefit out there trying to help because it looks at a point is that it is likely themselves talk so if you find yourself talking 1 someone's leaves of the past itself my helping them or just like the rest of talk because you're gonna have to adjust that yeah do the log reviewing
applications come completion task confirmation the work soon must be made by reviewing applications therefore review review you we reduce the old deepening depression with you thought linking without any finding new applications correcting any false news and with 2 I realize all these laws are like you know 18 eighties english so I apologize but the idea here is that you want review with people I think the odds are probably the 1 that best ways review to go over the work to make sure that they're doing things agreement style guide lies means just design things a that have high within design but in order for review and feedback to be helpful effective the
developer needs understand expectations and evaluation so if you have nots made these things clear you need to know because this is the 1st it's not really this is probably the number 1 frustrating for me is I'm not sure what you want from me because I really wanna do the job I wanna just do the job of loyal water but if you don't tell me what that looks like like what is it that I just know I meet the barber is that if you don't have to work in the bar and I can't I Different can jump over the bar and that's what really what I want to enough 5 keys to
successful new team 1 of the keys was structure and theory so articles in execution of goals roles and execution plans on it seemed clear that they're not you should fix that it be more effective and then you need establish a feedback cycle make sure that that new developer has a way to talk to that 0 will come from way to for you to check in on them and that the feedback there should go both ways you should get a given the data about how the DOI should give you feedback about how you're going so I coached above all seen from middle school through high school and at at at the end of 6 years we won the championship and it was 1 of the things while ago other children played over those used as were just a bunch of home school girls some of them literally could run when I 1st got them so I like to take them from that in this championship team was it was amazing journey book and I watch a lot of other coaches with much better players taller players you know full of players and and we would just not so we just need a lot of the format was also but I mean that seriously that is like the golden standard of coaching like can you make it to cry so I'm serious so so that I don't watch these other cultures and I realize it really it was affiliated players the players on a team define the coach is really to know how to use them and we and the reason why is because the the the the authentic as there is often some of all the often sit there and run deep and there were some break down the kids did not have a vision of the coach and so for 6 years literally 6 years I have the same exact kernel talk so much so that if you are my team for more than 2 months and I do this you know the heart house coming in and you know that run and say annotated 3 things you have to do with and then 1 more in practice have serious and so are practice out will be surveyed and I like you go back there you serve tensors and you get it for because if you don't if for any of you know 1 2 3 4 and when you're letter teamed up I'm very clear bomb expectations on the because that is just the nature of you wanna when this is what you have to do so my standards really clear and very good but in evaluation criteria they they can take that criteria and when I'm not there and the ball doesn't target McCaffrey shaken off summer being on their head there you so that they have that the criteria and I'm telling you right now those those girls delivered I mean we looked up big time is also
so the feedback cycle discover that
height from our you high performers lost mass executions so you have like 8 developers be democracy developers if you when you're a developers to really take off you better tell me expectations are because they're writing above those and it came about but they don't know and lastly
but not only the mean of the teacher to help people learn but will help you learn to because when I'm talking with someone now as a teacher if someone says a word that I don't know I'm just like I don't know that where you have explained to me because I realize this is a breakdown in teaching process this isn't a Mickey's ignorant I mean I am but that's not that's not the point the point is is that they're 22 something that I needed something and I can follow them because I don't know the words they're using or so you back up because I don't understand and as it once you understand teaching process works in the learning process works of stop people and you will to be able to be a better word any questions I know that In anyone can we
don't wanna do not answer questions people yeah yeah very often beginning that thanks to the end of the and the and you know what
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Knotenmenge
Domain-Name
Erwartungswert
Datensatz
Endogene Variable
Datentyp
Stichprobenumfang
Softwareentwickler
Informatik
Hilfesystem
Videospiel
Mailing-Liste
Office-Paket
Mereologie
Speicherabzug
Hill-Differentialgleichung
Umsetzung <Informatik>
Vektorpotenzial
Wort <Informatik>
Gesetz <Physik>
Programmierumgebung
Hilfesystem
Computeranimation
Gesetz <Physik>
Übergang
Beobachtungsstudie
Web Site
Facebook
Schlüsselverwaltung
Wasserdampftafel
Gruppenoperation
Zahlenbereich
Interaktives Fernsehen
Gebäude <Mathematik>
Wasserdampftafel
Datenfluss
Analysis
Physikalische Theorie
Computeranimation
Client
Arithmetischer Ausdruck
Gruppenkeim
Regulärer Graph
Verbandstheorie
Mereologie
Avogadro-Regel
Operations Research
Softwareentwickler
Ereignishorizont
Umwandlungsenthalpie
Domain <Netzwerk>
Schlüsselverwaltung
Formale Sprache
Ordinalzahl
Gesetz <Physik>
Term
Computeranimation
Gesetz <Physik>
Formale Sprache
Wort <Informatik>
Repository <Informatik>
Schlüsselverwaltung
Term
Punkt
Natürliche Zahl
Formale Sprache
Mathematisierung
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Zahlenbereich
Ungerichteter Graph
E-Mail
Computeranimation
Gewicht <Mathematik>
Ausdruck <Logik>
Softwareentwickler
Bruchrechnung
Einfache Genauigkeit
p-Block
Hochdruck
Office-Paket
Programmfehler
Gesetz <Physik>
Auswahlaxiom
Verkettung <Informatik>
Mereologie
Wort <Informatik>
Ordnung <Mathematik>
Message-Passing
Verkettung <Informatik>
Teilbarkeit
Computeranimation
Schreib-Lese-Kopf
Soundverarbeitung
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Bruchrechnung
Einfügungsdämpfung
Wellenpaket
Prozess <Physik>
Euler-Winkel
Atomarität <Informatik>
Gruppenoperation
t-Test
Computeranimation
Gruppenoperation
Gesetz <Physik>
Netzwerktopologie
Freeware
Arithmetischer Ausdruck
Wort <Informatik>
Hill-Differentialgleichung
Information
Programmierumgebung
Softwaretest
Bruchrechnung
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Multiplikation
Sichtenkonzept
Wellenpaket
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Term
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Rechter Winkel
t-Test
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Computersicherheit
Wort <Informatik>
Ordnungsreduktion
Softwareentwickler
Virtuelle Maschine
Puffer <Netzplantechnik>
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Prozess <Physik>
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Mathematisierung
Wort <Informatik>
Inhalt <Mathematik>
Gesetz <Physik>
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Subtraktion
Punkt
Physikalismus
Güte der Anpassung
Formale Sprache
Ruhmasse
Kartesische Koordinaten
Ranking
Frequenz
Computeranimation
Gesetz <Physik>
Arithmetisches Mittel
Isolation <Informatik>
Formale Sprache
t-Test
Phasenumwandlung
Vererbungshierarchie
Zusammenhängender Graph
Information
Phasenumwandlung
Rückkopplung
Softwareentwickler
Vervollständigung <Mathematik>
Leistungsbewertung
Wasserdampftafel
Zahlenbereich
Kartesische Koordinaten
Sichtenkonzept
Gesetz <Physik>
Computeranimation
Gesetz <Physik>
Task
Erwartungswert
Rückkopplung
Standardabweichung
Binder <Informatik>
Elektronischer Programmführer
Vollständigkeit
Ordnung <Mathematik>
Softwareentwickler
Schlüsselverwaltung
Inverter <Schaltung>
Brennen <Datenverarbeitung>
Leistungsbewertung
Rückkopplung
Schlüsselverwaltung
Natürliche Zahl
Automatische Handlungsplanung
Dreiecksfreier Graph
Physikalische Theorie
Computeranimation
Kernel <Informatik>
Erwartungswert
Rückkopplung
Datenstruktur
Tensor
Digital Object Identifier
Dreiecksfreier Graph
Dateiformat
Kontrollstruktur
Softwareentwickler
Datenstruktur
Schlüsselverwaltung
Maschinelles Sehen
Schreib-Lese-Kopf
Leistungsbewertung
Standardabweichung
Arithmetisches Mittel
Erwartungswert
Punkt
Prozess <Physik>
Schreiben <Datenverarbeitung>
Ruhmasse
Wort <Informatik>
Softwareentwickler
Computeranimation
Videokonferenz

Metadaten

Formale Metadaten

Titel Quit Frustrating Your New Developers - Tips From a Teacher
Serientitel RailsConf 2016
Teil 25
Anzahl der Teile 89
Autor Rezentes, Miki
Lizenz CC-Namensnennung - Weitergabe unter gleichen Bedingungen 3.0 Unported:
Sie dürfen das Werk bzw. den Inhalt zu jedem legalen und nicht-kommerziellen Zweck nutzen, verändern und in unveränderter oder veränderter Form vervielfältigen, verbreiten und öffentlich zugänglich machen, sofern Sie den Namen des Autors/Rechteinhabers in der von ihm festgelegten Weise nennen und das Werk bzw. diesen Inhalt auch in veränderter Form nur unter den Bedingungen dieser Lizenz weitergeben.
DOI 10.5446/31547
Herausgeber Confreaks, LLC
Erscheinungsjahr 2016
Sprache Englisch

Inhaltliche Metadaten

Fachgebiet Informatik
Abstract Your team gains a new developer. You are responsible for bringing them up to speed. While not everyone is a natural teacher, everyone can be taught basic teaching fundamentals. We will take a look at principles anyone can use to become a more effective trainer/teacher. Better teaching technique makes the training process more effective and enjoyable. Effective training reduces new developer frustration and increases job satisfaction for everyone.

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