Respan Dataset Explorer

read from csv file

Reading from a CSV file in COBOL requires integrating file handling with string processing. Since COBOL is not inherently designed for text processing like modern languages, handling CSVs can be more manual. Here's an example of how you might read a CSV file containing students' names and their marks and then populate a COBOL table:

### Sample CSV Content

Assume a CSV file named `students.csv` with the following content:

```
Alice,85,90,78,88
Bob,75,80,70,85
Charlie,90,95,92,89
```

### COBOL Program

```cobol
       IDENTIFICATION DIVISION.
       PROGRAM-ID. ReadCSV.

       ENVIRONMENT DIVISION.
       INPUT-OUTPUT SECTION.
       FILE-CONTROL.
           SELECT STUDENT-FILE ASSIGN TO 'students.csv'
               ORGANIZATION IS LINE SEQUENTIAL.

       DATA DIVISION.
       FILE SECTION.
       FD  STUDENT-FILE.
       01  STUDENT-RECORD.
           05  STUDENT-LINE        PIC X(100).

       WORKING-STORAGE SECTION.
       01  SWITCHES.
           05  EOF-SWITCH          PIC X VALUE 'N'.
               88  EOF-TRUE        VALUE 'Y'.
               88  EOF-FALSE       VALUE 'N'.

       01  STUDENTS-MARKSHEET.
           05  STUDENT-ENTRY OCCURS 100 TIMES.
               10  STUDENT-NAME     PIC X(30).
               10  STUDENT-MARKS.
                   15  FRENCH-MARK  PIC 99.
                   15  MATH-MARK    PIC 99.
                   15  ENGLISH-MARK PIC 99.
                   15  HISTORY-MARK PIC 99.

       01  WS-INDEX      PIC 9(3) VALUE 1.
       01  TEMP-STRING   PIC X(100).
       01  LS-COMMA      PIC X VALUE ','.
       01  DELIMITER-POSITION PIC 99 VALUE 1.

       PROCEDURE DIVISION.
       MAIN-PROCEDURE.
           OPEN INPUT STUDENT-FILE
           PERFORM UNTIL EOF-TRUE
               READ STUDENT-FILE INTO STUDENT-LINE
                   AT END
                       SET EOF-TRUE TO TRUE
                   NOT AT END
                       PERFORM PROCESS-LINE
               END-READ
           END-PERFORM

           CLOSE STUDENT-FILE
           DISPLAY "Finished processing CSV file."

           STOP RUN.

       PROCESS-LINE.
           MOVE STUDENT-LINE TO TEMP-STRING
           INSPECT TEMP-STRING REPLACING ALL SPACES BY ''
           PERFORM EXTRACT-VALUES
           ADD 1 TO WS-INDEX

       EXTRACT-VALUES.
           UNSTRING TEMP-STRING DELIMITED BY LS-COMMA
               INTO STUDENT-NAME(WS-INDEX)
                    FRENCH-MARK OF STUDENT-MARKS(WS-INDEX)
                    MATH-MARK OF STUDENT-MARKS(WS-INDEX)
                    ENGLISH-MARK OF STUDENT-MARKS(WS-INDEX)
                    HISTORY-MARK OF STUDENT-MARKS(WS-INDEX)
           END-UNSTRING.
```

### Explanation

- **ENVIRONMENT DIVISION and FILE-CONTROL**: Specifies the input CSV file to be read.

- **STUDENT-RECORD**: Defined as a flat line of text that can capture each row from the CSV.

- **SWITCHES**: Manages the EOF (End of File) condition for when the reading should stop.

- **STUDENTS-MARKSHEET**: Represents the structured storage for student names and marks.

- **PROCEDURE DIVISION**: Contains logic to open the file, read each line, process it, and close the file.

- **PROCESS-LINE and EXTRACT-VALUES**: 
  - **PROCESS-LINE**: Reads and processes each CSV line, removing spaces for simplicity.
  - **UNSTRING** is used to parse values separated by commas into respective fields.

This program assumes basic validation and processing might need additional steps if the data complexity increases, such as handling quotes or commas inside quoted strings.

create an html file to display table

To generate an HTML file that displays a student's mark sheet as a table, you'll need to write a COBOL program that outputs HTML code with the student data structured in a table format. Here's a simple example illustrating how you might generate a basic HTML file using COBOL and display the student's information:

### COBOL Program to Write HTML File

```cobol
       IDENTIFICATION DIVISION.
       PROGRAM-ID. WriteHTML.

       ENVIRONMENT DIVISION.
       INPUT-OUTPUT SECTION.
       FILE-CONTROL.
           SELECT OUTPUT-FILE ASSIGN TO 'students.html'
               ORGANIZATION IS LINE SEQUENTIAL.

       DATA DIVISION.
       FILE SECTION.
       FD  OUTPUT-FILE.
       01  OUTPUT-RECORD  PIC X(200).

       WORKING-STORAGE SECTION.
       01  STUDENTS-MARKSHEET.
           05  STUDENT-ENTRY OCCURS 3 TIMES.
               10  STUDENT-NAME     PIC X(30).
               10  STUDENT-MARKS.
                   15  FRENCH-MARK  PIC 99.
                   15  MATH-MARK    PIC 99.
                   15  ENGLISH-MARK PIC 99.
                   15  HISTORY-MARK PIC 99.

       01  WS-INDEX      PIC 9(3) VALUE 1.

       PROCEDURE DIVISION.
       MAIN-PROCEDURE.
           MOVE "Alice                          85 90 78 88" TO STUDENT-ENTRY(1).
           MOVE "Bob                            75 80 70 85" TO STUDENT-ENTRY(2).
           MOVE "Charlie                        90 95 92 89" TO STUDENT-ENTRY(3).

           OPEN OUTPUT OUTPUT-FILE

           PERFORM WRITE-HTML-HEADER
           PERFORM VARYING WS-INDEX FROM 1 BY 1
                   UNTIL WS-INDEX > 3
               PERFORM WRITE-STUDENT-ROW
           END-PERFORM
           PERFORM WRITE-HTML-FOOTER

           CLOSE OUTPUT-FILE

           DISPLAY "HTML file 'students.html' has been created."

           STOP RUN.

       WRITE-HTML-HEADER.
           MOVE "<html><head><title>Student Mark Sheet</title></head><body>" TO OUTPUT-RECORD
           WRITE OUTPUT-RECORD
           MOVE "<h1>Student Mark Sheet</h1>" TO OUTPUT-RECORD
           WRITE OUTPUT-RECORD
           MOVE "<table border='1'><tr><th>Name</th><th>French</th><th>Math</th><th>English</th><th>History</th></tr>" TO OUTPUT-RECORD
           WRITE OUTPUT-RECORD.

       WRITE-STUDENT-ROW.
           STRING
               "<tr><td>", STUDENT-NAME(WS-INDEX), "</td>"
               "<td>", FRENCH-MARK OF STUDENT-MARKS(WS-INDEX), "</td>"
               "<td>", MATH-MARK OF STUDENT-MARKS(WS-INDEX), "</td>"
               "<td>", ENGLISH-MARK OF STUDENT-MARKS(WS-INDEX), "</td>"
               "<td>", HISTORY-MARK OF STUDENT-MARKS(WS-INDEX), "</td></tr>"
               INTO OUTPUT-RECORD
           END-STRING
           WRITE OUTPUT-RECORD.

       WRITE-HTML-FOOTER.
           MOVE "</table></body></html>" TO OUTPUT-RECORD
           WRITE OUTPUT-RECORD.
```

### Explanation
- **OUTPUT-FILE**: The program writes the HTML content into a file named `students.html`.

- **STUDENTS-MARKSHEET**: Hardcoded with example data for three students.

- **MAIN-PROCEDURE**: Initializes the student data, opens the output file, and sequentially writes each part of the HTML document:
  - **WRITE-HTML-HEADER**: Writes the initial HTML tags and table headings.
  - **WRITE-STUDENT-ROW**: Writes each student's data into table rows within the loop.
  - **WRITE-HTML-FOOTER**: Closes the HTML document with the appropriate tags.

After running this program, a file named `students.html` should be correctly created in the specified directory path. You can then open this HTML file in a web browser to view the formatted table displaying the students' marks. Adjustments might be necessary to match your exact setup and data format, especially file paths and data entries.

create an excel file to display table 

Creating an Excel file in COBOL directly requires generating a format that Excel can understand. One straightforward method is to write the data to a CSV file, which Excel can easily open as a spreadsheet. If you need a more complex Excel file with native features, it usually involves interacting with libraries or external tools, which aren't typically handled directly in COBOL. Here, we'll focus on generating a CSV file as that's easily manageable using standard COBOL file operations.

### COBOL Program to Write CSV File

Here's a COBOL program that writes student mark data to a CSV file, which can be opened in Excel:

```cobol
       IDENTIFICATION DIVISION.
       PROGRAM-ID. CreateCSV.

       ENVIRONMENT DIVISION.
       INPUT-OUTPUT SECTION.
       FILE-CONTROL.
           SELECT OUTPUT-FILE ASSIGN TO 'students.csv'
               ORGANIZATION IS LINE SEQUENTIAL.

       DATA DIVISION.
       FILE SECTION.
       FD  OUTPUT-FILE.
       01  OUTPUT-RECORD  PIC X(200).

       WORKING-STORAGE SECTION.
       01  STUDENTS-MARKSHEET.
           05  STUDENT-ENTRY OCCURS 3 TIMES.
               10  STUDENT-NAME     PIC X(30).
               10  STUDENT-MARKS.
                   15  FRENCH-MARK  PIC 99.
                   15  MATH-MARK    PIC 99.
                   15  ENGLISH-MARK PIC 99.
                   15  HISTORY-MARK PIC 99.

       01  WS-INDEX      PIC 9(3) VALUE 1.

       PROCEDURE DIVISION.
       MAIN-PROCEDURE.
           MOVE "Alice                          85 90 78 88" TO STUDENT-ENTRY(1).
           MOVE "Bob                            75 80 70 85" TO STUDENT-ENTRY(2).
           MOVE "Charlie                        90 95 92 89" TO STUDENT-ENTRY(3).

           OPEN OUTPUT OUTPUT-FILE

           PERFORM WRITE-CSV-HEADER
           PERFORM VARYING WS-INDEX FROM 1 BY 1
                   UNTIL WS-INDEX > 3
               PERFORM WRITE-STUDENT-ROW
           END-PERFORM

           CLOSE OUTPUT-FILE

           DISPLAY "CSV file 'students.csv' has been created."

           STOP RUN.

       WRITE-CSV-HEADER.
           MOVE "Name,French,Math,English,History" TO OUTPUT-RECORD
           WRITE OUTPUT-RECORD.

       WRITE-STUDENT-ROW.
           STRING
               STUDENT-NAME(WS-INDEX), ","
               FRENCH-MARK OF STUDENT-MARKS(WS-INDEX), ","
               MATH-MARK OF STUDENT-MARKS(WS-INDEX), ","
               ENGLISH-MARK OF STUDENT-MARKS(WS-INDEX), ","
               HISTORY-MARK OF STUDENT-MARKS(WS-INDEX)
               INTO OUTPUT-RECORD
           END-STRING
           WRITE OUTPUT-RECORD.
```

### Explanation

- **OUTPUT-FILE**: The program writes the CSV content into a file named `students.csv`.

- **STUDENTS-MARKSHEET**: Contains hardcoded sample data for three students. The data for other students can be added or modified as needed.

- **WRITE-CSV-HEADER**: Writes the column headers to the CSV file.

- **WRITE-STUDENT-ROW**: Uses the `STRING` statement to concatenate each student's data into a CSV format (`Name,Mark1,Mark2,...`) and writes it to the CSV file.

- **Close and display**: Completes the operations by closing the file and notifying the completion.

After running this program, a `students.csv` file will be created. You can open this file using Excel, and it will automatically interpret the CSV format into a spreadsheet format, displaying the students' marks in a table layout. This method is straightforward and leverages Excel's ability to handle CSV files efficiently.

create exe file using gnucobol

Creating an executable (`.exe`) file from a COBOL source code using GnuCOBOL involves compiling the COBOL program and then linking it to produce an executable. GnuCOBOL, previously known as OpenCOBOL, translates COBOL code into C, which is then compiled using a C compiler like GCC. Here’s a step-by-step guide to doing this on a system where GnuCOBOL is installed:

### Step-by-step Guide

1. **Install GnuCOBOL**: Make sure GnuCOBOL is installed on your system. You can usually install it via package managers like `apt` on Debian-based systems or `brew` on macOS. For Windows, check for available binaries or build from source using tools like Cygwin or MSYS2. Here's an example installation command for a Debian-based system:

   ```bash
   sudo apt-get update
   sudo apt-get install open-cobol
   ```

2. **Write your COBOL program**: Create a COBOL source file. For instance, save your COBOL code in a file named `student_marks.cob`.

   ```cobol
   IDENTIFICATION DIVISION.
   PROGRAM-ID. CreateCSV.
   ...
   ```

3. **Compile the COBOL code to an executable**: Use the `cobc` command-line interface provided by GnuCOBOL to compile your `.cob` file into an executable. Run the following command in your terminal:

   ```bash
   cobc -x -o student_marks.exe student_marks.cob
   ```

   - `-x` indicates that you want to build an executable file.
   - `-o student_marks.exe` specifies the name of the output file.
   - `student_marks.cob` is your source COBOL file.

4. **Execution of the Program**: After successfully compiling, you will have an executable file named `student_marks.exe` (or without the `.exe` extension on Linux/macOS). You can run it using:

   ```bash
   ./student_marks.exe
   ```

   On Windows, simply run:

   ```bash
   student_marks.exe
   ```

### Debugging and Troubleshooting

- **Path and Permissions**: Ensure that your current terminal’s path can access `cobc` and that you have permission to execute files in the directory you are working from.
- **Debugging Compilation Errors**: If there are syntax errors in your COBOL code, the compiler will output them; you need to resolve these errors before it can successfully generate an executable.
- **Dependencies**: Ensure your environment is set up with the necessary libraries and dependencies that GnuCOBOL expects. This might include a C compiler and specific runtime libraries.

### Notes

- If you are developing on Windows, ensure your system variables and paths are set to include the directory containing `cobc`, or use an environment like Cygwin or MSYS2 for smoother GnuCOBOL integration.
- Always check for the latest version of GnuCOBOL for the best compatibility and features.
- For more complex projects or larger applications, consider using makefiles or build scripts to streamline the build and compile process.

generate a dll

Generating a DLL (Dynamic Link Library) using GnuCOBOL involves compiling your COBOL program as a shared library rather than as a standalone executable. This process varies slightly depending on your operating system. Here's how you can do it, mainly focusing on compiling with GCC (GNU Compiler Collection), which GnuCOBOL leverages.

### Preparing to Generate a DLL

1. **Install GnuCOBOL**: Ensure GnuCOBOL is installed and configured correctly on your system. See installation instructions for compatibility with your OS, especially Windows users needing Cygwin or MSYS2.

2. **Write Your COBOL Code**: Save your COBOL program in a source file, for example, `mymodule.cob`. This file will contain the functionality you wish to expose in your DLL.

3. **Compile to a Shared Library**

   Depending on your platform, you might need different compiler flags. Here’s how you can generally proceed:

   #### On Windows

   1. **Using MinGW**:
      ```bash
      cobc -m -o mymodule.dll mymodule.cob
      ```

      - `-m`: This flag specifies to compile as a module, which links as a shared library.
      - `-o mymodule.dll`: Specifies the output name for the DLL.

   #### On Linux/Unix

   - Though you're making a `.so` (shared object) rather than a `.dll`, the process is similar:

     ```bash
     cobc -m -o libmymodule.so mymodule.cob
     ```

   - When using in development for cross-compatibility or testing, treat this library as you would with a DLL, especially in terms of function exports and linkage.

### Exposing Functions

Ensure the COBOL program has procedures or functions declared and intended for external access if being used by other languages (like C/C++). If you want functions to be available, manage them similarly to C function exports in a library.

Example:
```cobol
IDENTIFICATION DIVISION.
PROGRAM-ID. MyModule.

DATA DIVISION.

PROCEDURE DIVISION.
ENTRY 'function-name-1' USING ARG1 ARG2.
    ...
    .

ENTRY 'function-name-2' USING ARG1.
    ...
    .
```

### Testing and Linking Against Your DLL

1. **Access from Languages like C**:

   Generally, in a C program, you’d link against your DLL like any shared library, using toolchains capable of linking against such.
   
2. **Check Functionality**:

   Test using a separate C program:
   ```c
   #include <stdio.h>
   /* Include headers or declarations here */
   
   int main() {
       /* Load and utilize DLL functions */
       return 0;
   }
   ```

   Compile with:
   ```bash
   gcc -o tester tester.c -L. -lmymodule
   ```

### Troubleshooting

- **Shared Libraries Compatibility**: Adjust for various environments by ensuring your ABI (Application Binary Interface) adheres to expectations of the host system and language requirements.
- **Function Declarations**: Inconsistencies between DLL's exports and consumer code occur frequently; manage them carefully.

Use these foundational steps to guide your DLL creation for further integration into software projects requiring modular or library-separated logic in COBOL.

comportandoti da esperta stratega di vendite suggertiscimi qualche metodo perche oggi ho un meeting con una persona per vendergli il mio corso online 

Certamente! Ecco alcuni suggerimenti strategici per aiutarti a vendere il tuo corso online durante il meeting:

1. **Conosci il tuo pubblico**: Prima del meeting, assicurati di avere una buona comprensione delle esigenze, delle sfide e degli obiettivi della persona con cui parlerai. Questo ti aiuterà a personalizzare la tua presentazione per dimostrare come il tuo corso può soddisfare i loro bisogni specifici.

2. **Presenta i benefici, non le caratteristiche**: Concentrati sui benefici che il tuo corso offre. Spiega come questi possono migliorare la vita o il lavoro del tuo cliente, piuttosto che soffermarti solo sulle caratteristiche tecniche del corso.

3. **Storie di successo**: Condividi testimonianze o case study di clienti soddisfatti che hanno tratto valore dal tuo corso. Le storie di successo aiutano a costruire credibilità e a dimostrare il valore del tuo prodotto.

4. **Mostra il valore aggiunto**: Aiuta il tuo interlocutore a vedere il ROI (Return on Investment) del tuo corso. Quantifica, se possibile, i benefici che potrebbe ottenere, come il risparmio di tempo o l'aumento delle competenze.

5. **Offri una demo o un'anteprima**: Se possibile, offri una breve demo o un accesso temporaneo ad una parte del tuo corso. Questo permetterà al potenziale cliente di sperimentare il valore reale del prodotto.

6. **Crea un senso di urgenza**: Utilizza leve psicologiche per incentivare l'acquisto immediato, come offerte a tempo limitato o bonus esclusivi se decidono di acquistare il corso durante o subito dopo il meeting.

7. **Sii aperto al dialogo**: Ascolta attentamente le preoccupazioni o i dubbi della persona. Rispondi con empatia e fornisci chiarimenti, mostrando come hai già affrontato con successo situazioni simili.

8. **Facilita la decisione di acquisto**: Assicurati che il processo per iscriversi al tuo corso sia semplice e senza frizioni. Offri diverse opzioni di pagamento e chiarisci i passaggi successivi per iniziare.

9. **Chiedi un feedback**: Anche se il cliente non decide di acquistare subito, chiedi un feedback sulla tua presentazione e sul corso. Mostrerai interesse e apertura al miglioramento, che potrebbero influenzare una decisione positiva in futuro.

Ricorda, il tuo obiettivo è costruire una relazione di fiducia e mostrare il valore unico del tuo corso in modo convincente e autentico. Buona fortuna con il tuo meeting!

grazie, puoi dirmi qualche frase chiave che potrei dire per implementare la chiusura di questa vendita

Certo! Ecco alcune frasi efficaci che puoi utilizzare per avvicinarti alla chiusura della vendita:

1. **Recap dei benefici**: "Come abbiamo visto, il nostro corso offre [specifici benefici] che possono aiutarla a raggiungere [obiettivo]. Quindi, crede che sia il momento giusto per iniziare?"

2. **Chiusura condizionale**: "Se potessimo iniziare subito e offrirle [un incentivo o bonus], sarebbe pronto a procedere oggi?"

3. **Domanda diretta**: "Alla luce di ciò che abbiamo discusso, vede delle ragioni per cui non iniziare il corso oggi?"

4. **Chiusura alternativa**: "Preferirebbe iniziare con il corso completo o fare prima un test di prova con una parte dei contenuti disponibili?"

5. **Focus sui risultati**: "Immagini tra [un mese/un trimestre/un anno] quando avrà completato il corso e avrà raggiunto [risultati specifici]. Non vede anche lei che iniziare ora potrebbe solamente avvantaggiarla?"

6. **Senso di urgenza**: "Dato che le iscrizioni stanno andando velocemente e voglio assicurarmi che possa beneficiare di [incentivo o spazio limitato], è disponibile a confermare la sua iscrizione oggi stesso?"

7. **Prossimi passi definiti**: "Quali sono i suoi pensieri finali? Se è d'accordo, possiamo procedere con la formalizzazione dell'iscrizione e avviare il corso."

Ricorda di restare sempre aperto a un dialogo e attento al feedback dell’interlocutore. La chiusura della vendita deve sembrare una naturale prosecuzione della conversazione, piuttosto che una pressione per prendere una decisione.

ricordami quanto e importante l'IA nel mondo odierno e quindi il valore del mio corso

L'intelligenza artificiale (IA) ha un impatto significativo e crescente nel mondo odierno, influenzando praticamente ogni settore e trasformando il modo in cui viviamo e lavoriamo. Ecco alcuni punti chiave che sottolineano l'importanza dell'IA e il valore del tuo corso:

1. **Automazione e Efficienza**: L'IA consente l'automazione di processi complessi e ripetitivi, migliorando l'efficienza operativa e permettendo alle aziende di concentrarsi su attività strategiche e innovative.

2. **Data Analysis e Insights**: Con la capacità di analizzare grandi quantità di dati in tempo reale, l'IA fornisce insights preziosi, aiutando le aziende a prendere decisioni più informate e personalizzate in base alle esigenze dei clienti.

3. **Innovazione nei Settori**: Settori come la sanità, la finanza, i trasporti, e molti altri, stanno vedendo innovazioni rivoluzionarie grazie all'IA, migliorando i servizi e i prodotti offerti.

4. **Personalizzazione**: L'IA permette un alto livello di personalizzazione nei servizi e prodotti, migliorando l'esperienza del cliente e aumentando la soddisfazione e la fedeltà.

5. **Sicurezza e Prevenzione**: Algoritmi avanzati di IA sono utilizzati per migliorare la sicurezza informatica e prevenire le minacce digitali, oltre a prevedere e mitigare i rischi in vari settori.

6. **Competenze Richieste**: Il mercato del lavoro sta cambiando, con una crescente domanda di competenze legate all'IA. Avere una formazione in questo campo offre un vantaggio competitivo significativo.

7. **Impatto Sociale e Ambientale**: L'IA ha il potenziale per affrontare alcune delle sfide più urgenti del mondo, come il cambiamento climatico e l'assistenza sanitaria globale, contribuendo a migliorare la qualità della vita.

Il tuo corso online sull'IA può fornire agli studenti le competenze necessarie per navigare in questo panorama in rapida evoluzione, rendendoli preziosi per le organizzazioni che vogliono rimanere competitive. Aiutali a comprendere che imparare l'IA non è solo un investimento nel loro futuro professionale, ma anche un'opportunità per contribuire positivamente al mondo.

整理并总结下面的文章，返回50字摘要<blockquote><p>随着AIGC技术的崛起，传统交互和UI设计师面临着前所未有的挑战。本文将探讨过去十年设计领域的变迁及AIGC时代带来的新变化，分析这些变化对设计师工作方式和职业发展的影响。</p>
</blockquote><p><img class="aligncenter" src="https://image.woshipm.com/2023/04/20/e9b05dbc-df4a-11ed-9dfa-00163e0b5ff3.png" /></p>
<p>chatGPT3.5发布有20个月了，这20个月以来各类GPT产品迅速面世，抢占市场。很快AIGC扩展到各个垂直行业，从B端到C端，从文字、图片生成到视频、PPT、3D建模，每家公司每个从业者都在各自的领域寻找落地和创新。相关的AIGC资讯更是目不暇接，只能靠AI工具辅助阅读；</p>
<p>那过往10年，交互和UI设计师，有遭遇过类似影响和变革吗？</p>
<p>我有限的这10年从业经验来看，没有！</p>
<h2>一、过去10年</h2>
<p>14年前后，交互体验盛行，大概是之后10年最好的就业环境，不管toB还是toC十分重视产品体验设计，UX交互岗位从互联网大公司向互联网小公司、传统软件大公司、传统制造业转型互联网公司等蔓延，借着向互联网转型，大量交互设计师涌入垂直行业，互联网+医疗/金融/房产等等。跳槽就涨薪，毕业就高薪，热闹极了。</p>
<div class="js-star yyp--fancyPost"></div>
<p>设计师们靠着Axure+PS横走职场，把用户挂在嘴边，拿用研怼开发，话语权不算低；</p>
<p>如果说有变化，那也是手上工具的变化，从Axure到Sketch再到Figma，现在来看，无非是工地推车的变成了开升降机的，工具更顺手了；工具上手的那点难度，少则3-5天，多则1个月就搞定了；</p>
<p>再有变化，18年从头部大厂UED卷起的全链路设计风，将设计师的技能要求提高，强调T型发展，既要又要。当然，这趋势离不开 1)设计资源公开易得、2)设计语言及组件化完善、3)设计岗位高度内卷人才饱和等方面影响；</p>
<p>回头来看，这一波确实留下了后遗症，现在大大小小UED都有全链路设计，这也契合了当下降本提效/节源开流的大背景；</p>
<p>更有甚者，UED逐年提升“设计驱动”的考核占比，设计师被迫向上游内卷，“体验设计”向“产品设计”涵盖，深入业务领域；</p>
<h2>二、AIGC时代新变化</h2>
<p>但是这些，都丝毫没有影响到设计师的根本：交互和UI设计围绕界面开展设计，创意设计围绕视觉效果进行输出；</p>
<p>然而，在AIGC时代，这些正在发生变化：</p>
<p>1、GPT模型加上RAG等各类方法，能够解决的用户问题或诉求越来越多，使得Chat这种产品界面形态，能够满足用户的绝大多数需求。</p>
<p>以百度系为例，原来的百度搜索、百度知道、百度百科、百度文库、百度翻译、百度学术，乃至百度图片、hao123都能被“文心一言”这一个产品替代，且“文心一言”又有多少界面设计的需求？</p>
<p>2、产品界面的急剧紧缩对GUI时代依赖埋点、依赖用户流程和依赖用户操作的交互设计、用户行为研究，都是巨大影响。界面少了，用户交互围绕chat了，分析场景单一了。</p>
<p>3、创意视觉设计依赖手活和表现的根本也有所撼动，创意设计的比拼不再是设计技能、美术功底、视觉审美，创意比拼的占比迅速提升，设计表达在MJ、Runway等工具加持下，高低级别的设计师差异不见了。</p>
<p>最直观的现象：23年开始，手绘设计师遇冷了。让用户哇塞的图片变多了，用户的口味越来越刁钻了。</p>
<p>仅仅以上三点，对比过去10年的行业变化，你觉得这次来真的吗？</p>
<div class="article--copyright"><p>本文由 @Ma.x 原创发布于人人都是产品经理，未经作者许可，禁止转载。</p>
<p>题图来自Unsplash，基于CC0协议</p>
<p></p>
</div>

AIGC技术崛起对交互和UI设计师带来深刻变革，界面设计需求减少、创意设计门槛降低。过去十年变化不显著，新技术加速行业发展。

将下面的文章整理成10条关于产品经理的建议：<blockquote><p>随着AIGC技术的崛起，传统交互和UI设计师面临着前所未有的挑战。本文将探讨过去十年设计领域的变迁及AIGC时代带来的新变化，分析这些变化对设计师工作方式和职业发展的影响。</p>
</blockquote><p><img class="aligncenter" src="https://image.woshipm.com/2023/04/20/e9b05dbc-df4a-11ed-9dfa-00163e0b5ff3.png" /></p>
<p>chatGPT3.5发布有20个月了，这20个月以来各类GPT产品迅速面世，抢占市场。很快AIGC扩展到各个垂直行业，从B端到C端，从文字、图片生成到视频、PPT、3D建模，每家公司每个从业者都在各自的领域寻找落地和创新。相关的AIGC资讯更是目不暇接，只能靠AI工具辅助阅读；</p>
<p>那过往10年，交互和UI设计师，有遭遇过类似影响和变革吗？</p>
<p>我有限的这10年从业经验来看，没有！</p>
<h2>一、过去10年</h2>
<p>14年前后，交互体验盛行，大概是之后10年最好的就业环境，不管toB还是toC十分重视产品体验设计，UX交互岗位从互联网大公司向互联网小公司、传统软件大公司、传统制造业转型互联网公司等蔓延，借着向互联网转型，大量交互设计师涌入垂直行业，互联网+医疗/金融/房产等等。跳槽就涨薪，毕业就高薪，热闹极了。</p>
<div class="js-star yyp--fancyPost"></div>
<p>设计师们靠着Axure+PS横走职场，把用户挂在嘴边，拿用研怼开发，话语权不算低；</p>
<p>如果说有变化，那也是手上工具的变化，从Axure到Sketch再到Figma，现在来看，无非是工地推车的变成了开升降机的，工具更顺手了；工具上手的那点难度，少则3-5天，多则1个月就搞定了；</p>
<p>再有变化，18年从头部大厂UED卷起的全链路设计风，将设计师的技能要求提高，强调T型发展，既要又要。当然，这趋势离不开 1)设计资源公开易得、2)设计语言及组件化完善、3)设计岗位高度内卷人才饱和等方面影响；</p>
<p>回头来看，这一波确实留下了后遗症，现在大大小小UED都有全链路设计，这也契合了当下降本提效/节源开流的大背景；</p>
<p>更有甚者，UED逐年提升“设计驱动”的考核占比，设计师被迫向上游内卷，“体验设计”向“产品设计”涵盖，深入业务领域；</p>
<h2>二、AIGC时代新变化</h2>
<p>但是这些，都丝毫没有影响到设计师的根本：交互和UI设计围绕界面开展设计，创意设计围绕视觉效果进行输出；</p>
<p>然而，在AIGC时代，这些正在发生变化：</p>
<p>1、GPT模型加上RAG等各类方法，能够解决的用户问题或诉求越来越多，使得Chat这种产品界面形态，能够满足用户的绝大多数需求。</p>
<p>以百度系为例，原来的百度搜索、百度知道、百度百科、百度文库、百度翻译、百度学术，乃至百度图片、hao123都能被“文心一言”这一个产品替代，且“文心一言”又有多少界面设计的需求？</p>
<p>2、产品界面的急剧紧缩对GUI时代依赖埋点、依赖用户流程和依赖用户操作的交互设计、用户行为研究，都是巨大影响。界面少了，用户交互围绕chat了，分析场景单一了。</p>
<p>3、创意视觉设计依赖手活和表现的根本也有所撼动，创意设计的比拼不再是设计技能、美术功底、视觉审美，创意比拼的占比迅速提升，设计表达在MJ、Runway等工具加持下，高低级别的设计师差异不见了。</p>
<p>最直观的现象：23年开始，手绘设计师遇冷了。让用户哇塞的图片变多了，用户的口味越来越刁钻了。</p>
<p>仅仅以上三点，对比过去10年的行业变化，你觉得这次来真的吗？</p>
<div class="article--copyright"><p>本文由 @Ma.x 原创发布于人人都是产品经理，未经作者许可，禁止转载。</p>
<p>题图来自Unsplash，基于CC0协议</p>
<p></p>
</div>

以下是关于产品经理的十条建议：

1. **适应技术变化**：在AIGC等新技术崛起的时代，产品经理应保持灵活性，不断学习和适应新工具和技术，以满足行业变化。

2. **重视用户体验**：不管技术如何发展，用户体验仍然是产品成功的关键。产品经理应持续关注用户需求和反馈，优化交互和界面设计。

3. **拥抱工具进化**：产品经理需要熟悉并利用新兴设计工具，如Figma等，以提升团队效率和协作水平。

4. **加强跨职能协作**：随着技术进化带来的全链路设计趋势，产品经理应与设计师、开发人员加强协作，以推动产品设计的整体一致性和创新。

5. **专注核心问题**：在界面设计逐渐简化的环境中，产品经理应聚焦解决用户的核心问题，而不仅仅是界面美观。

6. **调研新技术影响**：评估AIGC技术对交互设计和用户研究行业的影响，并根据此调整产品策略。

7. **培养创意思维**：在AIGC助力的创意时代，产品经理要激励团队探索创造性的解决方案，而不仅限于传统设计技术。

8. **关注行业动态**：保持对AI技术和行业趋势的敏锐嗅觉，以保持产品竞争力并推动创新。

9. **绩效衡量调整**：重新定义产品团队的绩效指标，尤其是在AIGC等技术改变界面形态的背景下。

10. **推动内部创新**：鼓励组织内部创新文化，通过培训和研讨会，提高团队对AIGC等新技术的接受和应用能力。