Book Image

Skill Up: A Software Developer's Guide to Life and Career

By : Jordan Hudgens
3 (1)
Book Image

Skill Up: A Software Developer's Guide to Life and Career

3 (1)
By: Jordan Hudgens

Overview of this book

This is an all-purpose toolkit for your programming career. It has been built by Jordan Hudgens over a lifetime of coding and teaching coding. It helps you identify the key questions and stumbling blocks that programmers encounter, and gives you the answers to them! It is a comprehensive guide containing more than 50 insights that you can use to improve your work, and to give advice in your career. The book is split up into three topic areas: Coder Skills, Freelancer Skills, and Career Skills, each containing a wealth of practical advice. Coder Skills contains advice for people starting out, or those who are already working in a programming role but want to improve their skills. It includes such subjects as: how to study and understand complex topics, and getting past skill plateaus when learning new languages. Freelancer Skills contains advice for developers working as freelancers or with freelancers. It includes such subjects as: knowing when to fire a client, and tips for taking over legacy applications. Career Skills contains advice for building a successful career as a developer. It includes such subjects as: how to improve your programming techniques, and interview guides and developer salary negotiation strategies.
Table of Contents (5 chapters)
4
Index

We've discussed the topic of whether great developers are born or made. And in this chapter, we're going to look at a similar topic from a different angle. And we're going to answer the question do you have to be a genius to be a developer?

Because of the near-magical nature of coding, one of the most common remarks I hear from individuals who hear what I do is:

"Oh wow, you're so smart!"

In fact, just recently I traveled to meet with a group of developers and the head of the company introduced me by saying:

"This is Jordan, he's just here to be smart."

I know that when people say things like this it comes from a good place. However, it bothers me. And it bothers me for a couple reasons:

It's important to take the same approach that Prefontaine took as developers. If you fall into the trap of thinking that only geniuses can become good coders, it will most likely lead to quitting when tasks become challenging. This is because our minds constantly are searching for ways to work less. And if you believe that being a genius is a requirement for development, you will have a built-in excuse for faltering on your developer learning journey.

In a comprehensive educational study published in Scientific American (http://www.scientificamerican.com/article/the-secret-to-raising-smart-kids1/), kids were broken into two groups and taken through some academic assignments. Both groups scored around the same for the assignments. One of the groups were praised by their parents and teachers, and the focus of the compliments centered around how smart and talented the kids were.

The second group of students were complimented in a different manner. Instead of complimenting students on their innate ability, students were complimented on how hard they worked.

After going through this cycle of compliments, the same two groups of students were presented with new, and very challenging assignments.

The first group of students, the ones that had been told that they were brilliant, ended up giving up and not completing the tasks that were assigned to them. However, the second group of students, the ones that were complimented on their hard work, performed dramatically better than group 1.

The way the mind works

In a comprehensive educational study published in Scientific American (

http://www.scientificamerican.com/article/the-secret-to-raising-smart-kids1/), kids were broken into two groups and taken through some academic assignments. Both groups scored around the same for the assignments. One of the groups were praised by their parents and teachers, and the focus of the compliments centered around how smart and talented the kids were.

The second group of students were complimented in a different manner. Instead of complimenting students on their innate ability, students were complimented on how hard they worked.

After going through this cycle of compliments, the same two groups of students were presented with new, and very challenging assignments.

The first group of students, the ones that had been told that they were brilliant, ended up giving up and not completing the tasks that were assigned to them. However, the second group of students, the ones that were complimented on their hard work, performed dramatically better than group 1.

The reason

So why A smarter approach

So, instead