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Cambridge, MA

Closing the Gap Between Strategy and Execution

July 13-14, 2017

Most leaders rely on a set of implicit beliefs about how to get things done when they try to execute their strategy. Many common assumptions about execution, however, are incomplete at best and dangerous at worst. Despite its importance, execution remains poorly understood?for every ten books on how to formulate a strategy there is only one on how to translate it into effective action. Executives often focus on specific tools, such as the balanced scorecard or management by objectives, to drive strategy execution without understanding how these tools interact with one another.

Led by Dr. Donald Sull, a global expert on strategy execution in complex organizations, this new two-day course will help leaders reframe execution so that they can avoid common mistakes and focus on the actions that are most likely to bring results. The course introduces a systemic view of strategy execution based on over a decade of research and field-tested in dozens of corporations around the world.

As part of your participation in this program, you and 30 or more of your colleagues will complete a state-of-the-art survey in advance of the course. The data from this survey will be analyzed to provide you with real-time insights that help pinpoint concrete opportunities to improve your organization?s execution capacity.

Closing the Gap Between Strategy and Execution is:

  • Practical. All of the tools and frameworks introduced in the course have been field-tested with corporations and not-for-profit organizations around the world for over a decade. Every session includes at least one self-diagnostic or template to help you translate the course content into specific actions tailored to you and your organization. The course will provide tools and takeaways to help you translate insights into concrete actions when you return to work.
  • Tailored to operating executives. The program introduces a simple framework to identify the leader?s role in execution, as well as data-driven insights to translate their strategy into measurable results. Participants will learn how to effectively structure and guide discussions that are critical to implementation.
  • Systematic and comprehensive. Execution is explored as an iterative process of making sense of the current environment, prioritizing activities and investments, securing commitments and ensuring delivery, and making revisions in light of new information.
  • Based in practical research. The course is grounded in Sull?s research, including dozens of structured experiments that involved structured interventions in companies and that quantified the impact on operational and financial results. A state-of-the art survey uses big data to measure and quantify how well organizations execute their strategy and identify specific areas for improvement.
  • Hands on and interactive. The sessions include a mix of case study discussions, interactive lectures, in-class exercises, and opportunities to learn from peers.

Advances In Imaging: Emerging Devices and Visual Mining

July 17, 2017

The course provides an overview of computational imaging techniques, including novel imaging platforms to sample light in radically new ways and emerging topics in image analysis and exploitation. New cameras that can sample the high dynamic range (HDR), light field, or wide spectrum are emerging. In addition, ultra-fast optics for femto-photography and diffraction-beating technologies for microscopy are bringing unprecedented resolution in time and space. In this course, we will survey the landscape of imaging hardware, optics, sensors, and computational techniques. Participants will learn about and see hands-on demonstrations of high-end imaging devices. We will explore new emerging solutions that are opening up new research and commercial opportunities in immediate as well as future applications. Key topics include light fields, high dynamic range imaging, signal processing, applied optics, Fourier optics, ultrafast and multi-spectral imaging, compressive sensing, computer graphics and computer vision, and social photo collections.

The course is suitable for decision makers and planners for next generation of imaging solutions, engineers and designers of imaging systems, and anyone interested in review of existing and emerging solutions in optics, sensors, and image analysis. Application areas include consumer photography (including mobile phones), industrial machine vision, and scientific and medical imaging.

Build a Small Radar System

July 17-21, 2017

Are you interested in learning about radar by building and testing your own imaging radar system?

MIT Professional Education is offering a course in the design, fabrication, and testing of a laptop-based radar sensor capable of measuring Doppler and range and forming synthetic aperture radar (SAR) imagery. Lectures will be presented on the topics of applied electromagnetics, antennas, RF design, analog circuits, and digital signal processing while simultaneously building your own radar system and performing field experiments. Each student will receive a radar kit designed by MIT Lincoln Laboratory staff and a course pack.

This course will appeal to those who want to learn how to develop radar systems or SAR imaging, use radar technology, or make components or sub-systems.

During the course you will bring your radar kit into the field and perform experiments such as measuring the speed of passing cars or plotting the range of moving targets. A SAR imaging competition will test your ability to form a SAR image of a target scene of your choice from around campus.

Who Should Attend

This course is targeted for engineers and scientists who plan to design radars; use radar systems in a product or as the final product; work on radar systems, components, or subsystems; or are interested in using radar systems for observation of physical phenomena. Students will learn how radar systems work by attending lectures, building their own radar set, and acquiring radar data in the field. Those who should attend include:

  • Developers of radar systems or components
  • Users of radar technology
  • Purchasers of radar technology such as automotive and government organizations
  • Commercial enterprises seeking to use or add radar technology to their product, or develop a radar-based product
  • Defense industry or government personnel who want to learn how radar and SAR imaging works
  • Defense industry or government supervisors seeking to quickly educate employees
  • Unmanned vehicle or robot developers seeking to use radar sensor packages
  • Scientists who are interested in using radar technology for the observation of nature

You do not have to be a radar engineer but it helps if you have at least a bachelor?s degree in electrical engineering or physics and are interested in any of the following: electronics, electromagnetics, signal processing, physics, or amateur radio. It is recommended that you have some familiarity with MATLAB. Each student is required to bring a laptop (with a stereo-audio input) with MATLAB, because this will be used for data acquisition and signal processing.

Challenges of Leadership in Teams

July 17-21, 2017

The goal of this course is to prepare participants to handle the various challenges they will face in leading teams throughout their life cycle. The course supports self-reflection and skill development by creating changes in each participant's internal dialogue through interactive role-playing, self-assessment measures, group discussions, exercises, and interactive lectures. These activities will enhance each participant's development of their own unique leadership capabilities.

Leadership styles are uniquely individual and situational. Participants will learn to use their new capabilities in a team environment and to select the most effective management style for a specific situation. They will also learn the competency level required to improve task performance. As leaders, participants will learn to successfully support their teams by reducing uncertainty and to increase collaboration by providing structure and developing trust during the life cycle of a project.Individual leadership development plans will be prepared to enable participants to internalize improvements and become more effective without the stress of miscommunication and distrust. Once their development plan is enacted, each leader will be able to form teams that are quickly organized with individual team members who think collaboratively. Self-assessment, learning how to form a team, maintaining the team, reducing uncertainty, and becoming a good negotiator through using your emotional intelligence and leadership competencies are the focus of Challenges of Leadership in Teams.

Engineering Leadership for Emerging Leaders

July 17-21, 2017

Offered by the premier Gordon-MIT Engineering Leadership Program, this five-day course is designed to equip you with the skills and perspectives needed to lead yourself and others in today’s engineering and technology environments. You will improve your leadership skills by learning from the latest breakthroughs in the practice of leadership within a program that draws on a variety of teaching methods, especially hands-on learning. Like the practice of leadership itself, this program will be high-contact, high-energy, and consequential.

The transition to becoming an engineering leader is one of the most promising, yet challenging experiences that engineering professionals can face. The promise comes from becoming a new kind of professional; one who can mobilize sometimes-conflicting individuals around a shared vision, solve problems through “real” teamwork, and motivate people to deliver their best results. The challenge comes from learning to work in an entirely new way; from relying solely on oneself to deliver individual results to leading others to deliver collective results. Herein lies the nature of the delicate relationship between leadership and followership.
During our five-day program, you will:

  • Enhance your understanding of the nature of leadership and followership
  • Build a foundation of team-building skills
  • Develop and deliver an inspiring and shared vision
  • Discover new ways to lead and motivate others in technical environments
  • Gain support for your ideas in environments characterized by conflicting stakeholder needs
  • Learn to manage conflicts through negotiations and constructive dialogues

Systems Engineering, Architecture, and Lifecycle Design: Principles, Models, Tools, and Applications

July 17-21, 2017

System and product complexities are increasing with time due to requirements for additional functionality, higher performance, competitive cost, schedule pressures, more flexibility or adaptability, and cognition-based friendlier human interface. Academics and practitioners alike have come to realize that complex engineering systems have a set of common principles, embedded in a theory, that goes beyond and cuts across the traditional fields of engineering. Novel products and systems development require the involvement of and communication between professionals with multiple disciplinary backgrounds and other stakeholders, notably the customer. This collaboration increases the likelihood of detecting product failures early on during its lifecycle, yielding significant cuts in time to market and heavy rework expenses.

The Systems Engineering discipline has been continuously growing in response to the increase in system and product complexity. System architecture is an early critical lifecycle activity that determines the system's concept and model of operation. Nurturing systems thinking and engineering skills, the engineering education this course provides grounds intuition and experience in theory and practice. We start with general SE and Systems Architecture principles. We then introduce SysML – the new SE standard from OMG. The approach underlying the system modeling is Object-Process Methodology (OPM), a comprehensive approach to systems architecting, conceptual modeling, and lifecycle support. An integrated engineering software environment, OPCAT, which combines intuitive graphics with an automatically-generated subset of English, implements OPM and supports the modeling of the system's requirements, top-level architecture, analysis and design models that are amenable to simulation and deployment. The resulting model can be translated to SysML and it constitutes a central underlying artifact of the system, which evolves and serves as a major reference to all the stakeholders throughout the entire lifecycle.

This program is intended for system architects, systems engineers, software engineers, system integrators, analysts and designers, executives, product developers, project leaders, project heads, systems biologists, banking and financial engineers and modelers, methods engineers, and database designers and administrators.

The Invention Process: Invention in the Context of Innovation

July 17-21, 2017

The goal of this course is to expose participants to the culture and methodology of the inventor, starting from the conviction that everyone can improve their ability to invent. The focus of the course will be on invention in an engineering context, although additional lessons will be drawn from other fields including science, the visual arts, architecture, and more. The primary learning tool will be invention itself, both in and out of the classroom. Lectures and assignments will present methodology and context. Invention will also be discussed in the context of its role in competitive strategy and as a distinct and recurring aspect of innovation. Essential elements of Intellectual Property (IP) law and patent writing will be taught and practiced. The relative roles of patents and trade secrets will be reviewed, especially in view of current challenges in protecting IP.

Who Should Attend

This program is designed primarily for those working in industry, specifically mechanical, electrical, and materials science engineering. Executives, CTOs, and project managers in product design, R&D, and manufacturing will benefit from attending this course. .

Cambridge, MA

Managing Complex Technical Projects

July 18-19, 2017

Managing complex technical projects is a massive integration effort at many levels. Product and production plans must be integrated into components, components into subsystems, subsystems into systems and systems into quality products.

Traditional project management does not provide the kind of detail required today to both accelerate product and service development and improve product and service quality in the 21st century. Managing Complex Technical Projects presents a revolutionary design structure matrix (DSM) that MIT researchers use to determine which tasks within each phase of a complex project should or should not be performed concurrently. The DSM method is already applied in a number of corporations.

MIT researchers developed the DSM modeling approach to learn how to solve problems facing large-scale projects. After field-testing DSM in dozens of organizations and industries around the world, they found that it successfully streamlined the development of a wide array of projects including:

  • Complex automotive components systems and subsystems
  • Aerospace configuration design
  • Concept development and program roll-out
  • Electronics and semi-conductor development
  • Equipment and machine tool development
  • Plant engineering
  • Construction projects
  • Complicated service development and delivery projects

Through lectures, exercises, interactive discussions, and teamwork, participants in the program learn how to use DSM to map complex and often highly-technical procedures into simple arrays. Most important, they learn how to solve five key problems that confound complex project management: iteration, overlapping tasks, architecture, decomposition and integration. In Managing Complex Technical Projects, participants learn to:

  • Better document existing procedures
  • Reduce complexity
  • Share data with confidence
  • Facilitate project flow
  • Expose constraints and conflicts
  • Design iteration strategically