Week 9 Task

Remuneration

Remuneration “is pay or salary, typically monetary payment for services rendered, as in an employment.”[1] It is decided by numerous factors such as skills, experience and/or uniqueness of work. But is having monetary remuneration enough? Retention of individuals working together as a group is critical. All those involved inherently have “a personal desire to feel needed, valued and appreciated in their role”[2] Acknowledging and recognizing each persons personal contribution as a priority to the group and project will ultimately result in a more productive collaborative process. Group members will be satisfied and more motivated to work. But how do we achieve effective and ongoing retention? There are a multitude of ways to retain the loyalty and motivation of individuals, group members or employees. An obvious example is remuneration. Conclusively, money can be said to be the primary motivator. Whilst the majority of us value money, sacrifices need to be made in order to attain it. For example, the amount of time we spend to earn it, the amount of energy spent and loss of opportunities like spending time with family. Nowadays, the balance between work and life is difficult to coordinate and simply receiving money as recognition of work isn’t always enough.

Other forms of recognition in terms of non-monetary remuneration can be implemented. Examples of non-monetary remuneration include simply saying thank you to a colleague requires no money and is highly valued by the individual. Being courteous and grateful to your employees or fellow colleagues for their contribution is at times much more effective in retention as it provides them with intangible benefits of increased self-esteem and added self-value as opposed to the tangible benefits attained through expected monetary remuneration. Another example of non-monetary remuneration is public recognition. Thanking a particular individual in front of fellow colleagues for their outstanding achievement/contributions provides them with a sense of pride and self-worth, hence, more intangible benefits. Symbolic rewards are another type of non-monetary remuneration. These rewards can be items such as a certificate or 'trophy' acknowledging/recognising the achievements of an individual. For example, in the workforce, awarding an employee the title “Employee of the Month” for their work is another great tool for retention.
Additionally, another example of non-monetary remuneration is inexpensive awards. Giving employees or individuals items such as a bottle of wine, free movie tickets or box of chocolates for their contributions can be a another great motivator and a meaningful demonstration of thanks which ultimately develops a better relationship. Expensive awards can also be introduced. For example, giving an overseas trip to a performing individual, group or team is a highly effective and popular form of recognition, not only because of the magnitude of the reward but the opportunity it provides them with time to reflect and bond with fellow colleagues outside a professional/working environment. In the long term, this could prove beneficial as it allows for a group to develop a stronger relationship that will ultimately help to generate a more effective collaborative group for future projects.

With all of this in consideration, nobody within a group or team should be singled out. Each person should be acknowledged for their work, whether it is small or big, in order to promote equality and retain the loyalty of all involved in collaboration. In conclusion, remuneration is an essential element in the process of collaboration as it provides both tangible and intangible benefits to all involved. Determination of remuneration should always be done fairly in order to equally recognize the work and effort of an individual.

"Cash-based remuneration is expected, it is contractual and it represents a person's value in the marketplace. Non-monetary recognition has a feel-good factor and goes a long way towards fulfilling the unwritten but highly valued psychological contract." - Sharon Searle. [3]


References
1. http://en.wikipedia.org/wiki/Remuneration Accessed May 19, 2008.
2. Giles, T 2004, REMUNERATION; Non-Monetary Rewards - As part of the remuneration. Accessed May 19, 2008. <http://findarticles.com/p/articles/mi_qn5305/is_20041004/ai_n24914613>
3. Giles, T 2004, REMUNERATION; Non-Monetary Rewards - As part of the remuneration. Accessed May 19, 2008. <http://findarticles.com/p/articles/mi_qn5305/is_20041004/ai_n24914613>
Image: http://www.freeprintablecertificates.net/samples-paid/employee_of_the_month_2.png Accessed: May 19, 2008.

Terrain progress

Hey guys. I've spent some time doing the terrain for our fabrication task. There's a picture of it below showing what its up too so far. Doesn't look too flashy at the moment. Don't particularly like the rocks at the moment but we'll decide more on the finer details later. I am not entirely sure on the contours of the area based on the google image so I've left most of it flat. Once the main building is in I'd like to build the contours, foliage and surrounding buildings around it. Additionally, the map requires a skydome and appropriate lighting. I tried doing some lighting but rendering and building and errors are annoying me and my computer lol. I know theres more to do for the terrain and I know I can do it. So have no fear everyone! =) Alright cya all tomorrow. Take care.

Week 8 Task

Context

Context is “the set of facts or circumstances that surround a situation or event;: [1] The word can be applied to numerous subjects relating to architectural collaboration. For example, when working on a project, acknowledging and respecting the contextual backgrounds of individuals from other disciplines is critical for effective communication. Furthermore, it allows for a greater understanding and awareness of the skills and expertise brought to the group which is ultimately beneficial for structuring hierarchal structures and planning. Alternatively, context can be applied to an architectural design/building/site.

“It can be argued that architectural design deals with a creative synthesis of project objectives and requirements, combined with specific site and cultural conditions, to reach some optimal solution [von Meiss 1996].” [2]

This statement highlights the importance of understanding context within a design. The design is generated from its context and should be a visual expression of its contextual parameters. The context is the foundation from which the architect must build upon to produce an architectural design that is appropriate to its environment. Additionally, context is what gives an architectural design/building justification. The significance and meaning behind every element of production and representation explicated by an architectural example is directly related to its context. Without context, an architectural design is weak. It lacks true identity and distinction which can only be defined by context. Both context and design need each other. They are interdependent.

If the context were changed, the design will be directly affected. For example, simply changing the orientation of a building on a site can have an adverse affect on its design. Changing the orientation of a site transforms “the circulation routes, the relationship of public and private space, to the effectiveness of solar access and control”[3] Therefore, such a scenario is testimony to the strict interdependent relationship between context and design.

In relation to ARCH1392, Group B has chosen Wombarra House, an architectural design strongly influenced by its context. The final decision to select this design as the basis of our fabrication task was largely a result of its local context. Greater access to information about the design due to proximity became a common benefit acknowledged by all. In itself, the design was generated from its client who has acknowledged the context of the Wombarra site, evident in the choice of local and natural materials. The numerous wall-sized windows around the building suggest an emphasis on viewing the surrounding nature of bush and sea.

Through intuitive utilization of the Unreal software, the opportunity to influence context becomes available. In fabricating 3-D digital models of particular buildings, careful consideration of the design intent of the architect as well as the context is vital. Some buildings, particularly already built, are very much immersed in their context. It is important that this relationship be captured in order to produce an appropriate and effective digital model. On the other hand, when fabricating models of some unbuilt architectural designs/projects, there is slightly more flexibility in choosing whether or not it is needed to influence context through Unreal and/or other 3-D modeling programs. For example, a particular design may need to pertain to a range of clients. Being able to cater to their needs by influencing the context to produce different designs creates a more versatile and qualitative representational model. In conclusion, there is direct relationship between design and context that must be carefully understood in order to fully appreciate its existence.

References
1. http://dictionary.reference.com/browse/context Accessed: May 12, 2008.
2. A. J. Summerfield & S. Hayman 2006. On capturing context in architecture. Page 1 & 2. Accessed: May 12, 2008 <http://www.ibpsa.org/proceedings/BS1999/BS99_B-12.pdf>
3. A. J. Summerfield & S. Hayman 2006. On capturing context in architecture. Page 2. Accessed: May 12, 2008 <http://www.ibpsa.org/proceedings/BS1999/BS99_B-12.pdf>

Record - Theoretical position

Record is the past, present and future.

This is the groups theoretical position on the theme of Record. We acknowledge that it is an invaluable tool for collaboration that must be embraced by all in order to support and bring clarity to the entire task. Therefore, having records of the past sustains us for the present and lays a foundation for the future.

To the group
As I said in the meeting today, we require a theoretical position on the theme of record. I suggest this little statement I wrote can be said by Chivonda in the introduction. If you guys have anything to add or any other suggestions, just post a comment and we'll change it straight away. Good luck guys for tomorrow!

Week 7 Task

Record

The truthfulness of ones record keeping could be brought into question if those records were manipulated to appear correct. A degree of bias may influence ones method of record keeping resulting in a more prejudicial and inaccurate record. Whilst record keeping, having motive and personal perspective towards the event or subject being recorded will ultimately affect the truthfulness of the records. This is because these records are generated to favour the recorders personal point of view/attitude/beliefs rather than the reality of the situation. For example, in ARCH 1392, each student is required to complete a blog entry on a particular word/subject every week. A student knows that at towards the end of the semester, their entire blog will be assessed and marked. Therefore, the student may decide to skip a couple of weekly blog entries and complete them later on closer towards the end of semester. In doing so, they could alter the posted date of their blog entries to make them appear as if they were done on the recommended due dates during the semester. In this scenario, the student has changed the truthfulness of his/her records to favour his/her situation. Therefore, records must be objective and done without bias or prejudice to ensure truth and accuracy is fully captured.

A contrasting example to the aforementioned one can be found on ARCH1392’s main course blog. Russell’s post for the “Week 5 Task” was originally posted stating that before next Wednesday for independent study, “All students will write a blog entry on the theme of "Record". Azize collaborated with Russell by posting a comment questioning why the theme was Record when the course outline webpage clearly states or records that next weeks theme is actually on Knowledge. Russell replied saying “Hi Azize, sorry, typo on my behalf. Thanks for picking it up, you'll see it's corrected now. There's a statement about the authenticity of records in the digital age. Cheers”[1]. Russell quickly edited his blog post to correct the typo.

In the first example, the student changed the dates of his/her blog entries so they appeared to have been done on the correct due dates which is evidently wrong. In contrast, Russell has changed the recorded information in his blog entry in order for it to appear correctly which is proper so that students would not be misled. In conclusion, records can always be changed but there needs to be unbiased and objective reasoning to support its alteration. Otherwise, the truthfulness and authenticity of records is tainted.


References

1.https://www.blogger.com/comment.g?blogID=3769770311096582435&postID=1980949205780373460 Accessed: May 4, 2008
http://arch1392-2008.blogspot.com/search?updated-max=2008-04-22T00%3A59%3A00-07%3A00&max-results=7 Accessed: May 4, 2008

Week 6 Task

Intent is “something that is intended; an aim or purpose.” [1] In an architectural context, intent can refer to a multitude of things. For example, the design intent of an architect is depicted in their drawings, ideas and writings. Drawings capture the intentions of an architect well because they become more than just “tools of instruction”. Architectural historian, Alberto Pérez-Gómez, writes, "In a manner of speaking... the drawing is the architecture, a priviledged [sic] vehicle for expressing architectural intentions: intentions that are poetic in a profound traditional sense, as poesis, as symbol making."[2] This is supported by german philosopher, Walter Benjamin who “sees the drawing as more than just tools of instruction, but as a space for imagined experience.”[3] These two aforementioned statements acknowledge that drawings not only intend to show the specifications and form of the building but also the reasoning and meaning behind their creation. It is through the drawing where one language can be translated to another; hence, ensuring the idea of the building is kept uniform through communication. The intent of the architect can be communicated effectively and clearly due to the universal language expressed in his/her drawings.

However, the intent behind drawings is better understood to those within the discipline of architecture because they have been taught the language. But what about those outside of architecture? With little or no knowledge of architectural drawings, the intent of the architect is difficult to discover for these people. Personal writings to explain the architects design in the drawings may be effective in helping to communicating the intent but the true intent may never be realised by these people because of their variant background of knowledge. Therefore, drawings, ideas and writings are definitely effective mediums for communicating the intent of the architect but it will always be interpreted differently by others.

To intend something in terms of communication is to persuade and induce a point. An individual has an idea and/or information which they aim to communicate to an audience. For example, as architecture students, we perform presentations for our design projects to other students and tutors; hence, we display intent to inform the audience with information about our projects. Presentation of intent runs parallel to its interpretation. It is presented differently as it is perceived. Ones perception on the intent of another is always going to be different and unique. The way in which intent is communicated affects how others interpret it. Body language plays a major role in the way intent is communicated. This non-verbal communication can be divided into three main categories. These include; haptic, kinesic and proxemic communication.

Haptic communication is communicating by touch.[4] It is often an intimate way of communicating domination or friendship and can be used in numerous contexts. Touch can be used to gain attention. A simple pat on the back of your friend will draw their attention to you to begin conversation. In a professional context, a handshake between architect and client signifies a greeting and intent for discussion. On the other hand, touch can also be used aggressively as a form of punishment. The way in which we communicate through touch is varies with purpose and setting.

Kinesic communication is communicating through body movement and is the most common form of non-verbal communication. It can be divided into three main elements. The first being body posture which refers to how one holds their body. If a person is performing a presentation to the class, there intent should be focus the attention of the audience onto them. Therefore, he/she should have a more open body posture to attract attention and induce domination over the audience as opposed to a closed body posture causing him/her to appear insignificant. Secondly, gestures are another form of kinesic communication which refers to the movement of the body and arms. A specific type of gesture called, “emblems” are actions that substitute for words. For example, using your middle and index finger to create a “V” shape indicates “peace”. Lastly, facial signals are another powerful form of kinesic communication. When communicating with others, the main focus is placed on the faces of those who speak and listen. Maintaining eye contact is a sign of reverence to the speaker and is important in focusing attention. Therefore, how we control and present our body communicates our intent and has an adverse affect on how it is interpreted by others.

Proxemic communication is communicating based on the positioning between bodies. Where we communicate with others ultimately affects how intent is understood. For example, a formal presentation of a design project to the class and lectures is more suited in a classroom or lecture room as opposed to a bar or restaurant. The subject and privacy of information being transmitted determines the appropriate setting for its communication. There are multitudes of ways in which body language can be expressed and interpreted. It is always important to understand the context behind the information being communicated to ensure the effectiveness of its delivery.


References
1. http://www.thefreedictionary.com/intent Accessed: April 28, 2008.
2. http://www.activesocialplastic.com/2007/08/architectural_drawing_as_steal.html Accessed: April 28, 2008.
3. http://www.activesocialplastic.com/2007/08/architectural_drawing_as_steal.html Accessed: April 28, 2008.
4. http://changingminds.org/explanations/behaviors/body_language/haptic_touch.htm Accessed: April 29, 2008.
http://changingminds.org/explanations/behaviors/body_language/proxemics.htm Accessed: April 29, 2008.
http://changingminds.org/explanations/behaviors/body_language/kinesic.htm Accessed: April 29, 2008.

Week 5 Task

Knowledge is the acquisition of skill or expertise through education and/or experience. It is “part of the hierarchy made up of data, information and knowledge”[1]. Data can be defined as a fact without context. Once data is given a context and perspective it is classified as information. Adding context to data means creating relationships between data, thus, creating information. Knowledge gives understanding to this information. “To have "knowledge" requires information in conjunction with patterns between data, information, and other knowledge, couples it with understanding and cognition.”[2] Application of this knowledge is known as wisdom.

An example of this hierarchy can be found in architectural collaboration. Autodesk offers a range of BIM and design programs. This can be classified as data or a raw fact. Without additional details, little can be concluded from just that piece of data because it lacks context and perspective. “Autodesk offers a range of BIM and design programs for use in Architecture, Engineering and Construction. The programs allow for the composition of detailed architectural drawings and models that can be communicated effectively between all respected disciplines.” This statement can be classified as information because the data has been given a context and perspective. It is apparent there is a relationship between the Autodesk programs but this information is meaningless without further practical understanding. Theoretically, by learning how to use these programs, knowledge is acquired through education and experience. Finally, applying knowledge and expertise in the use of these programs exemplifies wisdom. In this example, wisdom can be seen through the use of acquired knowledge in the use of these programs in conjunction with other disciplines to fabricate an array of architectural drawings and models for a project.

The transfer of knowledge can be divided into three fields. This is illustrated in the diagram below.

Through the acquisition of knowledge through education and experience can individuals progress to specialising in a certain discipline where collaboration between others can create new knowledge to be recycled from generation to generation.

References
1. http://www.infodiv.unimelb.edu.au/knowledgebase/itservices/a-z/k.html Accessed: April 20, 2008.
2. http://www.tdan.com/view-articles/5108/ Accessed: April 21, 2008.
Image: http://networkedlearning.ncsl.org.uk/knowledge-base/tools-and-resources/three-fields-of-knowledge-diagram.pdf Accessed: April 22, 2008.