15SE204

Professional Ethics and

Software Economics

Offered to the
Department of Computer Science & Engineering
B.Tech- Final Year

-Vaishnavi Moorthy, AP/CSE 1

 What is Professional Ethics?
• Professional ethics is defined as the personal and corporate rules, values
and guiding principles that govern behavior within the context of a
particular profession.
• Study of the decisions, policies, and values that are morally desirable in
corporate world.

-Vaishnavi Moorthy, AP/CSE 2

 & Software Economics?
• Software economics is the study of how scarce project resources are
allocated for software projects.
• Software economics helps software managers allocate those resources in the
most efficient manner.
• The process of counting function points, gathering data, analyzing data is
commonly referred to as Software Metrics, but in reality is a branch of
economics which should be called Software Economics.

-Vaishnavi Moorthy, AP/CSE 3

Instructional Objectives

4
Syllabus

5
 The Internal Assessment components for theory courses are modified for
the 2015 regulations from this academic year (2018-19)

Components Assessment Portions

Cycle test ‐I 10 marks 1st unit
Marks: 50
Cycle test ‐II 15 marks 2nd & 3rd unit
Duration: 100 min
Cycle test- III 15 marks 4th & 5th unit
Surprise test 05 marks From syllabus
Activity based
Quiz and Assignment 05 marks From syllabus
Total 50 marks

-Vaishnavi Moorthy, AP/CSE 6

 Unit-1

-Vaishnavi Moorthy, AP/CSE 7

 What is a Group?
• Two/More Individuals who are Connected to one another by Social
Relationships and Level of Groupness/Entiativity
• Size - Can range from very small to very large
• Connected – Intertwined or Networked
• Social Relationships – Social Nature of the Groups
• For example: Ethnic groups, trade unions, friendship circles, airline flight
crew, etc.

-Vaishnavi Moorthy, AP/CSE 8

 Characteristics of Group
According to Katzenbach and Smith Classification, a Group includes the following:
• a strong, clearly focused leader;
• a system of individual accountability;
• a purpose that is the same as that of the broader organizational mission;
• outputs that are based on individual rather than collective work products;
• an emphasis on running efficient meetings;
• a system where members measure the group’s effectiveness indirectly by its
influence on others (such as financial performance of the business); and
• discussions where the group makes decisions and then delegates responsibility
to members or others.
-Vaishnavi Moorthy, AP/CSE 9
 What is a Team?
• Organized Task Focused Group
• Structure of the Group
• Task that Group is Performing
• High level of Interaction, Interdependence and Belongingness
• Example: Cricket team, team for accomplishing a project, team of doctors,
management team etc.

-Vaishnavi Moorthy, AP/CSE 10

 Characteristics of Team
According to Katzenbach and Smith Classification, a team includes the following:
• a process of sharing leadership roles;
• a system with both individual as well as mutual accountability;
• a specific purpose that the team itself determines;
• outputs that are based on collective rather than individual work products;
• an emphasis on open-ended discussion and active problem-solving during meetings;
• a system where members measure the team’s performance directly by assessing
collective work products; and
• discussions where the group makes decisions and then does the real work together.

-Vaishnavi Moorthy, AP/CSE 11

 Group Vs Team Comparison
BASIS GROUP TEAM

A collection of individuals who work A group of persons having collective identity

Definition
together in completing a task. joined together, to accomplish a goal.

Leadership Strong Clearly Focused Leader Sharing Leadership Roles

Members Independent Interdependent

Meetings Emphasis on running efficiently Open ended discussion and active problem solving

Effectiveness Members Measure Group Effectiveness Measure Team Performance directly by assessing
indirectly by its influence on others collective Work Products

Mission Broader Specific Purpose

Process Discuss, Decide and Delegate. Discuss, Decide and Do.

Work Products Outputs based on Individual Individual Outputs are Collective

Focus on Accomplishing individual goals. Accomplishing team goals.

Accountability Individually Either individually or mutually

-Vaishnavi Moorthy, AP/CSE Team is a Specific Type of Group, though a Group is not always a Team 12
 There are several different ways in which organizations use teams.
According to Larson and LaFasto (1989), there are three different types of teams.
1. Problem-resolution team: that are set up to solve a specific type of problem.
- An example, a team tasked with the goal to determine what the annual employee survey scores mean
and then decide on a set of actions to take based on their interpretations.
2. Creative team: designed to come up with creative and innovative solutions to a problem.
- An example of a creative team is one that is designed to come up with a marketing plan for a new
product.
3. Tactical team: implements solutions.
- An example is one that will create a new route for a more timely and effective delivery of products.
Larson and La Fasto further state that any of these teams can either be
4. Standing teams: where members work together for considerable periods
5. Ad hoc teams: where members work together for a short period of time with a definitive end goal.

-Vaishnavi Moorthy, AP/CSE 13

 Keys for
Successful
Team
Meetings

-Vaishnavi Moorthy, AP/CSE 14

 Criteria For Successful Team
• Does your team have clearly identified actionable steps to achieve its goals?
• Does your team monitor its progress using concrete milestones and KPIs?
• Does your team regularly and frequently assess how well they are working together?
• Are your team’s successes both big and small acknowledged?
• Is your team the right size, with the right mix of players for your purpose?
• Does your team have the flexibility to bring in people and change membership to suit the
current project?
• Does your team have the right resources (money, time, people, authority)?
• Does your team meet regularly?
• Does your team have effective leadership?
• Do your team members understand their roles and are they able to carry them out effectively?
• Does your team have good networks and clear lines of communication with internal and
external stakeholders and management?
• Does your team have useful meetings with clear identification of tasks?
• Does your team have effective ways of managing conflict?
• Is your team functioning in a way that people freely express ideas and share opinions?
• Does your team stay motivated?
• Do your team members collectively have all the skills required to do their work?
-Vaishnavi Moorthy, AP/CSE 15
 Methods of Assessing and Evaluating Team
• Assessment
functioning
– Key to understand when to plan intervention which helps in determining what is
happening and how to intervene

• Evaluation Research
– Key to determine whether an intervention was in fact successful. It helps
practitioners to determine
• What worked
• What didnt

-Vaishnavi Moorthy, AP/CSE 16

 Guide to
Research &
Intervention
Process

-Vaishnavi Moorthy, AP/CSE 17

 • Treat implementation as a process, not an event; plan and execute it in stages
• Create a leadership environment that is conducive to good implementation
• Explore- Define the problem you want to solve and identify appropriate objectives or practices to
implement
• Prepare- Create a clear implementation plan, judge the readiness of the team to deliver that plan,
then prepare team members and resources
• Deliver- Support and monitor the progress, solve problems, and adapt strategies
• Sustain-Plan for sustaining and scaling an intervention from the outset and continually
acknowledge and nurture its use

-Vaishnavi Moorthy, AP/CSE 18

 Conducting Initial Assessment
• Determine what subsequent steps to take to intervene
• Collect information
• Common Method - Gap Analysis
– Where team wants to be
– Where team currently is
• Another Method - Focus Groups
Conducting Follow up Evaluation
• To be conducted at the end of Intervention – to Understand overall results of
Intervention
• Social Science Methods - To understand Success/Failure
– Stakeholders those who have interest in success of an intervention
– Team members

-Vaishnavi Moorthy, AP/CSE 19

 Kirkpatrick’s
Evaluation
Model
( 4 Level of
Analysis)

-Vaishnavi Moorthy, AP/CSE 20

 • Reaction
– Essentially a measure of customer satisfaction/trying to determine what those who participated in
the program like and disliked about it
– Does not predict its subsequent usefulness

• Learning
– Evaluate those who participated actually changed their attitude/increased their knowledge as a
result of participating in the intervention
– Fails to demonstrate whether people will actually use one of the interventions

• Behavior (Transfer)
– Whether intervention affects subsequent behavior in the workplace
– Behaviors will not prove impact on the organization

• Results
– It emphasizes evaluating whether the intervention has any specific organizational impact such as
reducing turnover/increasing productivity
-Vaishnavi Moorthy, AP/CSE 21
 Dealing with Multicultural Environments
Culture is a Concept that
• Unique to any one group or organization
• Something that is learned over time
• Includes a shared understanding among group or team members that is often
not explicitly explained or written down
• Schein’s Definition of Culture
- Pattern of Shared Basic assumptions that was learned by a group as it solved
its problem of external adaptation and internal integration, that has worked
well enough to be considered valid and therefore to be taught to new members
as a correct way to perceive, think and feel in relation to these problems

-Vaishnavi Moorthy, AP/CSE 22

 What makes up a culture of a group or a team??
• Knowing about the culture in a group or team includes having a shared understanding
of what it is by members within the group or team
• Those outside the group or team may not ever have a full understanding of the group or
team’s culture
• The culture in a group or team developed over time, the group or team did not start
with the understanding of its culture that it now has
• The culture has resulted from the group or team working together in action, such as
problem solving and decision making
• It involves more than just thoughts, but also includes feeling and expected appropriate
behaviors.
-Vaishnavi Moorthy, AP/CSE 23
 Ways to Identify and Understand Culture
• Artifacts – written displays of culture
– These are surface level ways to identify culture
– Include visible signs of culture including environmental factors such as
• Manners of dress
• Signs on the wall
• How people display emotions
• Ways people address one another

• Values which are what group or team believes important

– Different from artifacts because they are not as easily identifiable
– They are stated rather than displayed as artifacts
– Requires more depth of understanding of the group /team that identifying artifacts
– Two types of values
1) Espoused Values 2) Enacted Values 24
-Vaishnavi Moorthy, AP/CSE
 Contd.,
• Espoused Values
– Values stated by those within an organization, especially those within leadership roles
– Example: honesty of sales representatives selling pharmaceutical product
• Enacted Values
– Values that people actually follow within the organization
– Better indicators of organizational culture because they show what organizations actually
value in the actions of its people rather than what is stated
– Example: stretch the truth about effectiveness of a product by sales representatives of
pharmaceutical product

-Vaishnavi Moorthy, AP/CSE 25

 Contd.,
• Assumptions
– Underlying values that have been transformed over time into a shared and implicit
understanding of how people should act
– Different from values because they are part of a shared social validation system and are
typically not explicitly stated
– Underlying ways to think, feel or behave that are taken for granted
– Many who have joined a group or team after these assumptions have been established
may never know about the events that occurred to drive them
– Violations of assumptions are often most challenging for the organizations to deal with
because there is often little or no written policy explaining them
– Example: Dress code

-Vaishnavi Moorthy, AP/CSE 26

 Models for Dimensions of Culture
1. Schein
• The group or team’s relations to its external environment
• The nature and rate of activity within the group or team
• The nature of how the group or team defines truth
• Orientation towards time
• The nature of the correct ways for people to interact
• Assumptions about whether homogeneity or diversity is preferred
• Assumptions about human nature and whether people are basically good, neutral or lazy
2. Hofstede
• Power Distance
• Individualism versus collectivism
• Masculinity versus femininity
• Uncertainty avoidance
• Time orientation 27
-Vaishnavi Moorthy, AP/CSE
 3. Loden
• Personality
– Include an individual’s likes and dislikes, values and beliefs
– Shaped early in life
• Internal Dimensions
– Include aspects of diversity over which we have no control
– Many divisions between and among people exist and which forms
the core of many diversity efforts
– Include first things we see in other people, such as race or gender
and on which we make many assumptions and base judgments
• External dimensions
─ Includes aspects of our lives which we have some control over
which might change over time
─ Often determines with whom we develop friendship and what we
do for work
• Organizational dimensions
− Concerns the aspects of culture found in a work setting
− Diversity efforts is focused on the internal dimensions, issues of
preferential treatment and opportunities for development or
promotions
-Vaishnavi Moorthy, AP/CSE 28
 Tajfel and Turner paradigm of classification
• To understand the processes of identification and classification of social information
• People organize and classify information about social identity based on how well
individuals fit the social group as well as how they feel
• Classification is
– Something that people do automatically
– Causes people to make value judgements as a result (Minimal Group Paradigm)
Minimal Group Paradigm
• People are divided up into groups randomly
• People tend to automatically prefer the members that they have been grouped (ingroup)
with while do not prefer the people with whom they have not been grouped (outgroup)
• Ingroup and outgroup differences are one of the potential causes of biases such as
stereotyping and prejudice

-Vaishnavi Moorthy, AP/CSE 29

 Cognitive biases
• Confirmation biases
– Tendency for people to search for and then interpret information that is consistent with their
preexisting viewpoints
• Fundamental Attribution error
– Tendency of perceivers to underestimate the impact of situational factors and to
overestimate the role of dispositional factors in controlling behavior
• Illusory correlations
– When an individual perceives a correlation between two classes of events which in reality are
not correlated or which are correlated to a lesser extent than perceived
• Self fulfilling prophecy
– Process occurs when people make an initial assumption about a person
– Then they act in a way that causes the others to behave in a way that is consistent with that
expectation
• Similarity Attraction
– Core theory within social psychology
– People are more attracted to those who are similar to them

-Vaishnavi Moorthy, AP/CSE 30

 Success of Diverse teams

• They are working on tasks that require exploration, innovation and creativity

• When there is organizational support for working in diverse teams and strong
superordinate goals

• When members who are in the minority group have the backing of strong
organizational members or coalitions

• Diverse groups and teams certainly have the potential to improve

organizational functioning, but whether they can reach their potential depends
on the process within and beyond the group and team

-Vaishnavi Moorthy, AP/CSE 31

 Interventions to Understand Culture and Improve Performance
in Diverse Groups and Teams
1. Deciphering and Assessing Cultures
2. Managing Culture Change
3. Organizational Culture and Leadership
• Deciphering and Assessing Cultures: requires the analyst to understand the potential
consequences of an investigation and clearly communicates this to executives
– Visit and observe
– Identify artifacts and processes that puzzle you
– Ask insiders why are things done that way
– Identify espoused values that appeal to you and ask how they are implemented
– Look for inconsistencies and ask about them
– Figure out from the above the deeper assumptions that determine the observed behavior

-Vaishnavi Moorthy, AP/CSE 32

 Framework to assess Culture Rapidly
− Obtain leadership commitment
− Selecting groups for self assessment
− Explaining the purpose of the workshop
− Selecting an appropriate setting for the workshop
− Short lecture on how to think about culture
− Identifying artifacts
− Identify espoused values
− Identify shared underlying assumptions
− Identify cultural aids or hindrance
− Decide on next step
• Managing Culture Change: Change creates learning anxiety
• Can be fueled by any of the following reasons
– Fear of loss of power/position
– Fear of temporary incompetence
– Fear of subsequent punishment
– Fear of loss of personal identity
– Fear of loss of group membership

-Vaishnavi Moorthy, AP/CSE 33

 • Change agents must draw on survival anxiety to unfreeze the situation and make sure that survival
anxiety is greater than learning anxiety
• Recommended to lower learning anxiety in a view to create psychological safety doing
– Communicating a compelling vison
– Formal training
– Involvement of the learner
– Informal training of groups
– Practice fields coaches and feedback
– Positive role models
– Support groups
• The only way to overcome resistance is to reduce the learning anxiety by making the learner feel
psychologically safe
• Change goal must be defined concretely in terms of the specific problem you are tying to fix not as
culture change
• Change may not be possible without cognitive redefinition whereby people will have to unlearn the
former way of working to learn the new one
• These new cultural elements can only be learned if the new behavior lead to success and
satisfaction
-Vaishnavi Moorthy, AP/CSE 34
 • Organizational Culture and Leadership
• Operator’s
– Based on human interaction, high
levels of communication trust and
teamwork
• Engineers
– Elegant solution, abstract solutions
to problems automation and
system
• Executives
– Financial focus, lone hero, sense of
rightness and omniscience

-Vaishnavi Moorthy, AP/CSE 35

 Group Dynamics
• Conformity and Deviance
– Members conform to norms to obtain rewards, imitate respected members, and
because they feel the behavior is right.

– When a member deviates, other members will try to make them conform, expel
the member, or change the group norms to accommodate them.

– Conformity and deviance must be balanced for high performance from the
group.

– Deviance allows for new ideas in the group.

-Vaishnavi Moorthy, AP/CSE 36

 Balancing Conformity and Deviance in Groups

-Vaishnavi Moorthy, AP/CSE 37

 Understanding Cohesion and Collaboration
Cohesion (Group cohesiveness can be defined as a group session where in which, group of
people connects them with the help of similar interest and program.)
• Advanced by Festinger, Schachter, and Back (1950) viewed cohesion as
the total field of forces that act on members to remain in the group
Shortcoming- failed to consider the group as a totality
• Consequently, Gross and Martin defined cohesion as
the resistance of the group to disruptive forces
Shortcoming- difficult to operationalize and led to several inconsistencies in research findings
• Libo operationalized cohesiveness as
attraction of the group for its members
Shortcoming- Did not measure both individual and group levels of cohesiveness
• Carron, Brawley, and Widmeyer (1998) defined cohesion as
"as a dynamic process that is reflected in the tendency for a group to stick together and remain
united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective
needs
-Vaishnavi Moorthy, AP/CSE 38
 Characteristics of Cohesion
• Multidimensional Nature
• Dynamic
• Instrumental
• Affective Component
• Evolved from three fundamental assumptions
– cohesion can be measured through both group and individual beliefs of group
members
– cognitions held by each group member regarding the cohesiveness of the
group were related to the group as a totality, and to what extent the group
satisfied personal needs and objectives
– need to distinguish between task- and socially oriented concerns of groups
and their members

-Vaishnavi Moorthy, AP/CSE 39

 Factors Leading to Group Cohesiveness
Factor
Group Size Smaller groups allow for high cohesiveness;
Low cohesiveness groups with many
members can benefit from splitting into two
groups.

Managed Diversity Diverse groups often come up with better

solutions.

Group Identity Encouraging a group to adopt a unique

identity and engage in competition with
others can increase cohesiveness.

Success Cohesiveness increases with success;

finding ways for a group to have some small
successes increases cohesiveness.

-Vaishnavi Moorthy, AP/CSE 15-40

 Sources and Consequences of Group Cohesiveness

-Vaishnavi Moorthy, AP/CSE 41

 Four Dimensional Model of Cohesion
Carron et al. (1985) proposed a conceptual model of cohesion whereby both task-social, and
individual-group orientations resulted in a four dimensional model of cohesion
• Group Integration-Task (GI-T) is defined as the team member's feelings regarding the
similarity, c1oseness, and bonding within the group around the group's task
• Group Integration-Social (GI-S) is viewed as the member's feelings about the similarity,
c1oseness, and bonding within the group as a whole as a social unit
• Individual Attractions to the GroupTask (ATG-T) is viewed as each team member's feelings
about his or her personal involvement with the group's task, goal, objectives, and productivity
• Individual Attractions to the Group-Social (ATG-S) refers to each group member's feelings
about his or her personal acceptance, and social interaction with the group

-Vaishnavi Moorthy, AP/CSE 42

 Team Building

• Although, there have been several definitions advanced by numerous researchers, all these
definitions have a common element. Team building is designed to increase group effectiveness by
enhancing group cohesiveness

• The Conceptual Model of team building

– Inputs (group environment and group structure)
– Throughputs(group processes)
– Outputs(cohesion)
Team Building and Cohesion Relationship
– Defining Team Goal Setting
– Team Goals to Enhance Cohesion
– Implementing a Team Goal Setting Program

-Vaishnavi Moorthy, AP/CSE 43

 Collaboration
Just as cohesion can be improved in groups & teams so can collaboration
(de Bono’s Thinking Hats

-Vaishnavi Moorthy, AP/CSE 44

 How to enhance creativity and collaboration in teams
• Foster an open, creative work environment
• A guiding vision and clarity of purpose are key to collaboration
• Provide a clear mission objective
• Connect the project with big picture company objectives
• Create an atmosphere of safety, trust and respect.
• Make your ideas visible and tangible
• Provide an infrastructure and resources
• Provide great leadership.
• Use coaching to reinforce a collaborative culture.
• Add zest factors like Make collaboration fun, and celebrate completions before moving on.
• Capture best practices and mistakes to learn from
-Vaishnavi Moorthy, AP/CSE 45
 Improving Creativity and Innovation
• To foster creativity organization recognize two concepts that apply to
services, processes and products
• Seven Categories of activities that managers can do to establish creative
atmosphere

• The contribution of all or several of these activities contributes to the

culture of innovation
• Companies that has been successful in fostering creativity and innovation
– Tata Group , Apple, Coco Cola
-Vaishnavi Moorthy, AP/CSE 46
 Necessary Types of Creative Thinking
• Convergent Thinking
– Problem solving technique involving the bringing together
different ideas from different participants or fields to determine
single best solution to a problem
• Divergent Thinking
– speed, logic and accuracy and on identifying the known, reapplying
techniques, and amassing stored information

-Vaishnavi Moorthy, AP/CSE 47

 Convergent Thinking Divergent Thinking

Combination

-Vaishnavi Moorthy, AP/CSE 48

 Seven Categories that foster Creativity and Innovation
1. Challenge
Give employees the right type of amount and challenge
Neither be bored with simplicity nor overwhelmed by difficulty
2. Freedom
Freedom to chose how to accomplish a goal, but not which goal to
accomplish
3. Resources
Allot time and money carefully to enhance creativity
Avoid tight deadlines

-Vaishnavi Moorthy, AP/CSE

49
 Contd.,
4. Rewards and Recognition for Innovative Ideas
– Internal motivation is essential

5. Allocating Time for Innovative Thinking

6. Building on the Ideas of the others

– Encouragement facilitates creativity

7. Greater Diversity in Groups

– Intellectual diversity fans the fire of creativity
– Leads to thinking outside the box and challenging existing paradigms

-Vaishnavi Moorthy, AP/CSE 50

 Thompson Strategies to Improve Team Creativity
• Diversify the team
• Emphasize analogical reasoning
• Use brain writing Other Ways
• Use Nominal group technique • Brainwriting
• Create Organizational Memory • Facilitated Brainstorming
• Train Facilitators • Practitioner Based
• Set High Goals
• Change Group Membership
• Brainstorm Electronically
• Build a Playground
-Vaishnavi Moorthy, AP/CSE 51
 Benefits of Team creativity in workplace leads to increased
• Engagement
• Interaction
• Staff morale
• Passion
• Motivation
• Problem solving
• Productivity
• Team bonding and collaboration

-Vaishnavi Moorthy, AP/CSE 52

 Cognition
• The ability to process information though perception (stimuli that we
receive through our different senses), knowledge acquired through
experience, and our subjective characteristics that allow us to integrate all
of this information to evaluate and interpret our world
Cognitive Processes
Procedures used to incorporate new knowledge and make decisions
based on said knowledge. Different cognitive functions play a role in these
processes: perception, attention, memory, reasoning.

-Vaishnavi Moorthy, AP/CSE 53

 Examples of Cognitive Strategies
• Self Checking
• Creating a productive physical environment
• Goal setting and planning
• Reviewing and organizing information after learning
• Summarizing during learning
• Seeking assistance
• Determining how much information to learn
• Determining how new information will relates to existing knowledge
• Determining how information will be used
• Identifying main ideas and important information
• Predicting
• Monitoring
• Reflecting on previous learning
-Vaishnavi Moorthy, AP/CSE 54
 Test Features to infer from individual test’s
performance underlying cognitive process

• Definition of the Construct

• Problem Space
• Knowledge Domain

-Vaishnavi Moorthy, AP/CSE 55

 Interacting with stakeholders
Social Reporting and
Compliance
Information on the quality
of stakeholder relations is
part of measuring and
reporting social/
environmental impacts
Corporate
Governance
Quality of relationships also
informs risk management
and future regulatory
requirements responsiveness, ensuring the needs
-Vaishnavi Moorthy, AP/CSE
Reputational Capital
Increasingly, corporate
reputation is understood as
built through the
organisation’s relationships
Stakeholder with all stakeholders
Relations
Organisational
Performance
Relationships as a business
asset and a management
Stakeholder engagement
competence. ’
The quality of relationships drives
stakeholder engagement and
and objectives of stakeholders are
taken into account
56
-Vaishnavi Moorthy, AP/CSE 57
 Dealing with uncertainty and ambiguity
Ways to deal with uncertainty and ambiguity
1. Understand your Own Tolerance and Reactions
2. Be Crystal Clear on What is Clear
3. Know What You Collectively Know and What You Don’t
4. Don’t Waffle
5. Encourage Risk Taking
6. Envision Alternative Scenarios
7. Engage Other People and Perspectives

-Vaishnavi Moorthy, AP/CSE 58

 Problem solving and Decision Making
1. Do a warm up brainstorming ideas
2. Do the actual brainstorming session
3. Eliminate duplicate ideas
4. Clarify, organize, evaluate ideas
5. Individually list the ideas
6. Create a master list of ideas
7. Clarify the ideas
8. Take a secret vote to rank group members’ acceptance of ideas

-Vaishnavi Moorthy, AP/CSE 59

 Specific techniques
• Minority rule
• Majority rule
• Consensus rule

-Vaishnavi Moorthy, AP/CSE 60

 1. Jump start group problem solving by creating small victories
2. Give the team autonomy for implementing ideas
3. Teach your team hoe to frame issues
4. Encourage the team in removing obstacles
5. Never respond to failures or misfires with anger
6. Set high expectations
7. Encourage teams to draws on outside expertise
8. Celebrate often

-Vaishnavi Moorthy, AP/CSE 61

 Presentation Skills

-Vaishnavi Moorthy, AP/CSE 62

 Ways To Improve Your Presentation Skills

1. Deconstruct What Great Speakers Do

2. Focus On Your Audience, Not Yourself
3. Practice your material so much that it becomes truly a part of you
4. Get Specific About What You Need To Improve
5. Create a Speaking Avatar
6. Join company of others experiencing similar concerns
7. Accept Constructive Criticism And Apply It
8. Good speakers are grounded and sense a strong connection to their core
9. Presenting is an intensely personal experience so explore Self-Talk
10. learn to be present in the moment, responsive based on the situation, and flexible in
myriad circumstances.

-Vaishnavi Moorthy, AP/CSE 63