Ge#ng  People  to  Listen  

Mary  Hall  PLMW@PLDI16  

June  14,  2016  

Personal  History  

Early  History  Mother:  math  and  computer  literacy  teacher  Father:  Journalist,  writer  Surrounded  by:  Books,  news,  puzzles,  TRS-­‐80  

Undergraduate  Years  Why  computer  science?  ApQtude  test  Undergrad  degree:  BA  in  CS+Math.Sci.,  Rice  University  Plan  during  college:  CS  +  business  school,    engineering  management  Plan  derailed:  Algorithms  class  taught  by  Ken  Kennedy  Get  a  CS  job?  Seemed  boring  New  plan:  CS  Masters  degree  

Mentors  

Ken  Kennedy  PhD  Advisor  

Keith  Cooper,    Linda  Torczon  PhD  CommiXee  

PhD  CS,  Rice  University,  1991  

John  Hennessy   Monica  Lam  Research  Scien?st,    Stanford  University,    1992-­‐1995  

Personal  History,  cont.  

More  Career  Caltech,  VisiQng  Professor,  1995-­‐1996  USC,  Research  Professor  (CS)  and  Project  Leader  (USC/ISI),  1996-­‐2008  University  of  Utah,  Professor,  since  2008  

Daughters  age  19  and  15  Jamie  –  Rice  CS    entering  junior  Jackie  –  entering  10th  grade  

Skeleton  Crew  FIRST  Tech  Challenge  roboQcs  team  

Image  credit:  LinkedIn  

CommunicaQon  and  Confidence    are  Related  

Image  credit:  understandinginnovaQon.wordpress.com  

Scenario  1:  Brainstorming  Session  

I  have  an  idea,  but  don’t  want  

to  interrupt!  

This  is  cool!  Blah  blah  blah  blah  blah  

That’s  not  a  good  idea.    It  will  never  work.  

I’ve  got  to  get  control  of  this  

meeQng!  

Green  is  just  thinking  

outside  the  box.    Red,  what  do  you  think?  

Sugges&ons:    Raise  your  hand  Tell  someone  next  to  you,  parQcularly  if  they  are  in  charge  Follow-­‐up  agerward  in  private  or  over  email  

•  Cr  

Scenario  2:  Teleconference  

Are  you  more  comfortable  with  wri8en  communica&on?    Write  a  follow-­‐up  email/document  from  the  mee&ng.  Credit  to  Bobbi  Manne,  Career  Workshop  for  Women  and  MinoriQes  in  Computer  Architecture  at  MICRO’15.    

•  Teaching  evaluaQon:  which  is  more  helpful?  – This  professor  is  the  most  boring  lecturer  ever!  

– The  lectures  could  be  improved  by  working  more  examples  on  the  board  and  engaging  the  class.  

•  Paper  review:  which  is  more  helpful?  – This  paper  describes  a  technique  that  is  very  old.  – The  underlying  moQvaQon  of  this  paper  is  interesQng,  but  here  are  some  closely  related  citaQons  that  the  authors  missed:  [1],[2],  …  

Scenario  3:  EvaluaQon  

Scenario  4:  Handling  Conflict  Sledgehammer   Rubber  mallet  

•  Air  grievances  publicly  •  Rant  to  coworkers  •  Complain  to  someone’s  supervisor  

•  Crying,  shouQng,  cussing,  exaggeraQng,  name  calling  …  

Ok  to  show  emo&on/passion  if  under  control  and  done  infrequently!  

•  Try  talking  privately  first  •  SQck  to  facts,  avoid  aXribuQng  blame  or  malicious  intent  

•  Figure  out  what  you  want  and  ask  for  it!  

•  AnQcipate  and  explain  a  possibly  contenQous  posiQon  

•  Find  your  own  way  to  communicate,  what  works  for  you  –  It  doesn’t  have  to  be  the  same  as  anyone  else’s.  

•  Confidence  backed  up  by  competence    –  Try  to  find  something  unique  to  say:  “We  are  each  …  unwilling  to  speak,  unless  we  expect  to  say  something  that  will  amaze  the  whole  room,  and  be  handed  down  to  posterity  …”  -­‐-­‐  Elizabeth  Bennet  

–  Perhaps  focus  on  the  edge  of  your  comfort  zone.  •  Treat  everyone  with  respect,  always!  – Assume  that  most  people  want  to  do  the  right  thing.  

Summary  and  General  Advice