Challenges of Leadership in Teams
Date: July 18-22, 2016 2016 | Tuition: $5,600 | Continuing Education Units (CEUs): 3.5
*This course has limited enrollment. Apply early to guarantee your spot.
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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.
Fundamentals: Core concepts, understandings, and tools (15%)
Latest Developments: Recent advances and future trends (25%)
Industry Applications: Linking theory and real-world (60%)
Lecture: Delivery of material in a lecture format (30%)
Discussion or Groupwork: Participatory learning (70%)
Introductory: Appropriate for a general audience (50%)
Specialized: Assumes experience in practice area or field (50%)
Other: Self-assessment of leadership style with personal development plan (100%)
Who Should Attend
This course is appropriate for anyone who is, or will be, involved in leading and managing teams. Although the majority of participants in some years have had engineering or scientific training, the course has proven useful for individuals from a variety of other backgrounds. Participants are expected to have some background in team-building and/or team management skills.
- Develop your level of expertise in each of the challenge areas
- Assess yourself as a team leader/manager/CEO by understanding your strengths and weaknesses, choosing three or four areas you wish to develop
- Utilize your emotional intelligence to manage others
- Manage stress and conflict through changing your internal dialogue
- Plan and facilitate effective conflict management
- Facilitate and coach in a culture aimed at delivering results
- Use effective socialization practices reduce uncertainty on a team
- Transform your leadership to a more adaptive style that fits your organizational culture
- Enhance your leadership abilities through effective intercultural communication
Challenge 1: The Leadership Development Model
Learn the structures and systems that need to be integrated into a model that can be globally adapted to any organizational structure.
Challenge 2: Project Management with Emotional Intelligence (EI) Strategic Project Management
Leaders can use their EI skills to build trust, handle conflict, give and take criticism constructively, deal with people who don't deliver, generate team commitment, and keep others motivated. Sharpen your EI by developing yourself in four major domains.
Challenge 3: Strategic Project Planning and Design
Most projects never get off the ground because ad hoc, haphazard, and obsolete methods fail to turn their ideas into coherent and actionable plans. Strategic project management uses an approach to designing projects and action initiatives that builds on critical questions which teams must intelligently answer in order to create their own strong, strategic foundation.
Challenge 4: Unique Challenges of Cross Functional Teams
Cross-functional project teams involve people with different expertise working toward a common goal and can be immensely powerful. These teams do offer additional challenges to leaders. How to lead in the absence of organizational or line authority is a skill that is important for leaders, as well as managers leading outside of their areas of expertise, to understand.
Challenge 5: Resiliency and Stress – Transforming your Internal Dialogue
The real dynamics of stress and conflict is not from outside influences but from how you think about your circumstances. Leaders learn to uncover stress-producing thoughts and dismantle them by transforming their mindset, thereby helping them to reduce stress and uncertainty.
Challenge 6: Leadership Challenges when Forming the Team
Clearly defining the structure of the team under a predetermined team formation model is essential. This model includes creating a vision, systems of behavior, and an understanding that there are two processes simultaneously in effect—the team and task processes. This approach facilitates learning to use each individual's competencies to form a team.
Challenge 7: Leading through Negotiation and Conflict Management
Conflict is a difference of opinion. A leader's main focus when managing a team conflict is to understand the conflict styles of other members and to facilitate their ability to understand and develop the use of more effective styles. Conflict can be beneficial for a team when managed successfully. Using principled negotiation and planning the team's negotiations for resources as a developed leadership skill can support team success.
Challenge 8: Leadership Self-Assessment
Certain assessment surveys can facilitate an individual's understanding of their present management style and abilities. Participants complete online surveys before the course begins and individually utilize the results during the course to develop their skills further. Although these self-assessments can take an individual outside their comfort zone, their application to each of the challenges can have a powerful transformative effect.
Challenge 9: Leadership Mindsets
Mindset management provides cognitive insight into how we move away from limited personal goals to more systemic activities that have measurable outcomes and become part of a network of skills within an organization. These principles are predicated upon coaches and team facilitators utilizing a specific, learnable skill set, such as relationship building, problem-solving, and effective listening. Learning objectives include teaching leaders to develop a personal understanding of thinking and coaching styles. This session reviews recent findings in biological and behavioral studies that have helped to form a scientific basis for understanding mindset management.
Challenge 10: Team Communication and Socialization
Innovation and motivation are inextricably linked to the generation and reduction of uncertainty, albeit in very different ways. Innovation and change are related to the full cycle of the generation and reduction of uncertainty while motivation is predominantly related to its reduction. Miscommunication within teams leads to stress and anxiety, which generates the uncertainty that needs to be reduced. Behaviors are situational in this respect. Focused leadership values the differences in priorities, backgrounds, and values that exist in the team members.
Challenge 11: Leading in an Intercultural Environment
To lead in a culturally diverse environment, a leader must be able to recognize cultural variables to increase cultural sensitivity. It is essential to understand how these variables influence communication and, therefore, team dynamics. Recognition of how to maximize intercultural communication strengths and minimize potential difficulties is an important ability for a leader to learn.
Challenge 12: Gender Issues in Leadership
Gender differences in the workplace can be theoretically viewed as cultural differences, which should be mediated. Gender can be a challenge to clear communication and cooperation. Once diversity is clarified, gender issues can be minimized to maximize comfort and productivity.
Challenge 13: Leadership Strategies: Personal Development Plans
Learn how to integrate competencies and personal leadership assessment results into an individual leadership development plan.
Course schedule and registration times
View 2016 Course Schedule (pdf)
Class runs 9:00 am - 5:30 pm except Friday when it ends at 4:30 pm.
9:00 am - 10:00 am Session
10:15 am - 12:30 pm Session
1:00 pm - 2:45 pm Session
3:00 pm - 4:30 pm Session
Please note that there are nightly readings assigned each day of class. Before the first day of class, participants will be given and are expected to read the reading notes for that day. Laptops or tablets with a USB port encouraged for this course.
Program Manager, MIT Lincoln Laboratory
"This course reminds you that you can still be the best leader regardless of the environment. [It] pushes you to think, which is rare these days."
ASE-Trainee, TATA Consultancy Services
"The best part of the program was the interaction with the staff. They were just amazing. They were really helpful and I could approach them at any time and they would just help out. Personally, I approached every lecturer to get my problem solved and everyone provided their perspective. I was really impressed."
Program Integration Manager, NASA
"The class was the most diverse group of students I have ever been a part of. And the instructors engaged and included all of us in discussions and conversations aimed to improve our understanding of the material. I got a tremendous benefit from taking this class and am grateful to the staff of your institute and the instructors for letting me participate."
electoral policy analyst, united nations development programme
"This is knowledge that will be useful in all jobs and private relationships - it's about how to deal with people and how to manage own and others expectations and feelings."
"It was a great opportunity to get a very good insight in soft skills that I have never experienced before, as I usually attend courses that deal more with my everday work, rather than me as a person/leader in my work environment. Therefore the assessment tests, which I took quite serious, were very helpful to get a good knowledge of my abilities and weaknesses, not only from guessing, but on an objective basis, and get some ideas on which aspects of my abilities/weaknesses I would like to work on."
senior technical program manager, microsoft/343 industries
"The diversity of the group was great. We had a great collection of senior managers to new managers, from different areas/industries and different countries!"
About the Instructors
Clark K. Colton is co-director of this course and is a professor of Chemical Engineering at MIT. Dr. Colton has written over 200 publications in chemical engineering and bioengineering and has received many awards. In collaboration with Bonnie Burrell, he teaches interpersonal business and technical communication skills to students in Chemical Engineering in addition to other technical courses, and is working to expand interpersonal communication and team building training into undergraduate and graduate engineering subjects.
Bonnie Burrell van Stephoudt is co-director of this course. She is a lecturer in the Chemical Engineering Department at MIT and has her Master's degree in Management from Harvard University. She is presently teaching team development to Chemical Engineering students. In collaboration with Dr. Colton, she has been developing the integration of interpersonal communication and team building skills into undergraduate and graduate engineering education. She conducts research in the areas of interpersonal business communication, including collaboration, leadership skills, and assessment methods. Her publications include Conflict Management Theory and The Team Development Model.
Andrew Bernstein teaches people an eye-opening new way to transform challenges at work and at home more effectively, with no jargon, stigma, or "touchy-feeliness."
Since 2006, Andy has taught executives through Wharton Executive Education and Duke CE, where his programs on resilience, team dynamics, mindset, and leading change are always among the highest-rated and most in-demand. Clients include Merrill Lynch, Raymond James, General Electric, Johnson & Johnson, Google, Coca-Cola, Novelis, Colgate-Palmolive, and many others.
Andy's first book, The Myth of Stress, was published by Simon & Schuster. He graduated Phi Beta Kappa from Johns Hopkins University, and lives in New York City.
For more information, visit www.resilienceacademy.com.
Lori Breslow is the founding Director of the Teaching & Learning Laboratory (TLL) at the Massachusetts Institute of Technology. She is also a senior lecturer at the Sloan School of Management where she teaches courses on professional communication, including intercultural communication. Dr. Breslow’s work in education has involved her in a number of international efforts, including being the co-director of the Teaching for Learning Network, a collaboration between MIT and Cambridge; consulting on MIT’s partnerships to create new universities in Abu Dhabi, Singapore, and Russia; and being a visiting scholar at Cape Peninsula University of Technology. She has spoken on university-level teaching and learning at Oxford, the University of Edinburgh, and the Organization of Economic Cooperation and Development (OECD), among other international venues.
Keith Dionne received his M.S. in Technology and Policy and his Ph.D. in Chemical Engineering from MIT. He was one of the initial scientists in the founding of CytoTherapeutics Inc., where he led the effort to develop immunoisolation systems for the treatment of diabetes. Dionne later moved to Alza, where he led the research and development group for implantable drug delivery systems. In that role, he developed the DurosTM technology, which is now marketed as ViadurTM for the treatment of prostate cancer. Dionne grew the Technology Solutions group at Millennium Pharmaceuticals into a $100M/yr business. He was the CEO of Alantos Pharmaceuticals, a private transatlantic drug discovery company that was sold to Amgen for $300M in 2007. He was the CEO at Surface Logix, a Metabolic Disease discovery and development company, an Entrepreneur in Residence at Third Rock Ventures and is currently the CEO of Constellation Pharmaceuticals, an oncology focused epigenetics company located in Cambridge, MA.
Dr. Ralph Katz is a Senior Lecturer at MIT's Sloan School and a Professor of Innovation and Entrepreneurship at Northeastern University's College of Business. He received his B.S. in Math/Physics from Carnegie Mellon University and his M.B.A. and Ph.D. from the Wharton School. For almost 40 years, Professor Katz has been carrying out extensive research, education, and consulting on the management of innovation with particular interest in the leadership and motivation of professionals and high performing groups and project teams.
Katz has conducted numerous workshops on innovation and the management of professionals in many organizations, including Lockheed-Martin, P&G, MGH, Diageo, Goodrich, EMC, CIA, Novartis, Tetra Pak, Alstom, Saab Aerospace, Master Foods, Mathworks, NASA, Lawrence Livermore, and Los Alamos. Katz is the Faculty Leader for two MIT Sloan School Executive Programs, i.e., Building, Leading and Sustaining the Innovative Organization and Managing Technical Professionals and Organizations. He also led the 3-day Management of Technology and Innovation Executive Program at Cal Tech from 1984 to 2009. For more than 10 years, he organized and led the Management of Technology and Management of Technical Professionals Courses at IBM's Corporate Technical Institute. He has published several books and numerous articles in leading professional journals, including,The Human Side of Managing Technological Innovation, 2nd edition, Oxford University Press, 2004.
Katz has received the Academy of Management’s "New Concept Award" as well as many journal "Best Paper" awards. In 2004, his paper in Research-Technology Management was selected as the Holland Award Winner for that year’s most significant and original contribution to research management field.
Harold V. Langlois has spent the last 30 years of his career with one foot firmly anchored in the day-to-day leadership responsibilities of managing complex organizations and the other rooted in the theoretical world of academe. Beginning in the early 1990s, Langlois held senior executive positions at various financial firms, where he was responsible for constructing a Division of Wealth Management, designing and implementing innovative education programs for financial advisors, and overseeing the cultural integration of these firms as they became acquired. These experiences have given him an understanding of the challenges and mindsets of advisors, whether working in global firms in the investment or insurance sectors or providing advice within the independent sector.
Since 2006, Langlois has dedicated his efforts to lecturing and coaching business executives on improving their leadership skills. His approach is highly interactive and he concentrates on providing the latest research in the areas of leadership, teamwork communications, change management, and neurobiology.
Langlois holds a Ph.D. from the University of Connecticut and for the past 15 years he has been a member of the graduate faculty at Harvard University teaching courses on managing change, leadership, and teamwork. In fall 2007, he offered a web-based graduate course streamed worldwide each week as part of Harvard’s distance learning initiative. In 2002, he was the recipient of the Joanne Fussa Distinguished Teaching Award at Harvard.
Terry Schmidt is an international management consultant, strategic thinker, entrepreneur, and educator with 30 years of experience assisting corporations, governments, and research organizations in 36 countries worldwide. He earned his BS in aerospace engineering from the University of Washington and his MBA from Harvard University.
Schmidt is president of ManagementPro.com (USA) and founder of the Strategic Planning Academy. Before starting his own company, he worked for NASA, the U.S. Department of Transportation, and the U.S. Embassy in Thailand. His clients include eBay, Boeing, Sony Electronics, Northrop Grumman, DirecTV, Symantec, Trader Joe’s, Lawrence Livermore National Laboratory, and the Federal Reserve Board. He teaches strategy at the UCLA Technical Management Program and serves on the Los Alamos Laboratory Management Institute faculty. He has seven published books; his latest is Strategic Project Management Made Simple. Schmidt won the esteemed Theodore von Karman trophy from AIAA and the Charles T. Main Award from ASME.
This course takes place on the MIT campus in Cambridge, Massachusetts. We can also offer this course for groups of employees at your location. Please complete the Custom Programs request form for further details.