Holiday Card Glitterati

As marketers, we know that multiple touches on potential and current customers can both build and strengthen the relationships we have with our customers. Around this time of year, one of those touches is the ubiquitous holiday card.

While many organizations are in light of the current economic downturn opting to send e-cards, my feeling is that these are too fleetingly read and too easily deleted. Far more lasting, durable, and meaningful are the traditional holiday cards-which should in all cases be personalized with a short, appropriate message inside.

In our digital age, a personalized, hand-signed card really resonates. Which is why this year I find myself covered in glitter.

This year, the administrative assistant for the Bernard M. Gordon-MIT Engineering Leadership Program bought about 100 glitter-covered cards: From glitterized snowman cards to glitter-encrusted sleighs to glitter-adorned menorahs (glitter is, apparently, appropriate for all religions), I have personalized them all. (In truth, I think she bought the sparkly cards to spite me, but I can't prove it.)

At one point in this morning's marathon glitterfest, I had to scratch an itch on my nose. Then I had to rub my eye. Then I sneezed, scattering the glitter across my desk and body. I am, in a word, awash in glitter. I am as glittery as a schoolgirl, as sparkly as a showman. If it were pitch-black outside, I could serve as a reflecting badge, I'm so glittery. I mean, I could audition for the Rockettes with as much glitter I am currently wearing. I suspect I will be finding glitter on my desk for the next six months, thus providing me with holiday spirit well into 2010.

But enough of the hilarity. Although my friends the MIT engineers don't generally acknowledge it, marketers make sacrifices to maintain and sustain the relationships we work so hard to build. Without marketers, the clever engineers would have a much harder time making potential customers aware of their innovative product.

Sending personalized holiday cards is just one way I've worked throughout my tenure in this program to increase awareness of the importance of our endeavor. I know our program supporters, friends and prospects will appreciate receiving a thoughtfully written holiday card.

If my cost is to be glittery, at least I know I'll glow.

Developing MIT Undergraduate Engineers into Leaders: Watch the Video!

As Director of Communications and Outreach for the Bernard M. Gordon-MIT Engineering Leadership Program, I've learned over the past 16 months that engineers--like most other professionals--take very seriously the future robustness of their profession. This is particularly germane as the older generation of engineers retires, revealing gaping holes in the knowledge, proficiency and leadership skills of those engineers who would replace them.

I've been told by lifelong engineers that the Gordon-MIT ELP is a truly new approach to teaching leadership to a new generation of engineers, and this video demonstrates how we're doing it.

I love the program because it really looks at how people lead and--similar to my participation many years ago in ROTC and experiences as a young Army officer--the program devises unique ways to help young engineers learn those skills. It's open to all undergraduates in MIT's School of Engineering - that's almost 1000 new students each year.

One part of the program is an "Industry Advisory Board" (IAB). Among the IAB members are Bill Warner of Avid (an Oscar winner who produced this video, and whose energy, creativity and expertise has helped advance the program in many ways), Vanu Bose, of Vanu, Inc, Dan Riccio of Apple Computer, Inc., Sorin Marcovici of Analogic, Victor Tang of IBM, Peter Zeeb of GeoSyntec, Javier de Luis of Aurora Flight Systems, Jean-Marc Soucy of BP, and of course Bernie Gordon, Founder of Analogic.

In my experience, outside boards like the IAB are often lightly involved: Brief'em, feed'em, get'em out the door. Not in the Gordon-MIT ELP: The IAB played an instrumental role in designing the goals, the methods, and even the philosophy of the program. Bernie Gordon actively participates in IAB meetings. The result is productive collaboration of engineering leaders from industry and from MIT. The IAB is heavily involved, and the program benefits at all levels from their active participation.

For students in the program, It's not the usual classroom routine: MIT sophomores enter the Gordon-MIT ELP through MIT's popular UPOP (Undergraduate Practice Opportunities Program); after successfully completing UPOP they are eligible to participate in ELPOP (Engineering Leadership Practice Opportunities Program), which offers certain aspects of the Gordon program, but is less intensive.

The program's most intense level of participation is the highly selective GEL (Gordon Engineering Leader) track, which includes weekly Engineering Leadership Labs (ELL--see below); "Internship Plus" opportunities where students get jobs in industry over the summer and obtain meaningful leadership exposure; short courses in "Engineering Innovation and Design," "Engineering Leadership," and others; close mentorship relationships with industry leaders; one-on-one leadership counseling and development, and much more. Both ELPOP and GEL immerse students in leadership training for two years.

A core component of the GEL program are the weekly ELLs. Each lab teaches some element of leadership. Labs are designed by seniors in the program, and are delivered to juniors. It's a great way to delve into leadership - through high-pressure exercises, and later by designing and teaching those exercises. You'll see one example of a recent ELL in the video.

From a personal standpoint, being so closely involved with the design and evolution of the program has really given me a feel for what the program makes possible. I've seen our students evolve as leaders from week to week. I've seen them open their eyes to new ways to getting things done -- sometimes by taking the fastest path, not the hardest or most complex (as MIT students are reputed for doing). I've seen them learn from the staff and from each other. I've seen them understand why basic communications and interpersonal skills are essential, and put their new-found skills to use leading others.

Leadership isn't taught; it's learned. And what better place than MIT for our nation's future engineering leaders to learn the leadership skills that will help to advance engineering innovation and invention.

Ten Leadership Tips for Students Considering Studying a STEM Field

As many of you know, not only do I write for myself, but I also write for others--both as part of my job as Director of Communications for the Bernard M. Gordon-MIT Engineering Leadership Program and as a freelancing marketing/communications professional (www.the-hired-pen.com).

The Gordon-MIT ELP's Director, MIT Professor Edward Crawley, was recently approached by the authors of the "Professor's Guide" blog for U.S. News and World Report. They contacted him on the basis of an article on the program by Tracy Jan that appeared in the Boston Globe on October 25.

They were interested in sharing with their readers Ed's perspective on the "leadership essentials" for any student considering a career in a STEM (Science, Technology, Engineering, Mathematics) field. Naturally, Ed delegated the task to me, and I had the great good fortune to collaborate with Visiting Lecturer (general design guru and all-around good guy) Blade Kotelly to craft a piece entitled "Ten Tips for Success for Engineering Students."

It was extremely interesting to write an article on leadership tips that to me--having served as an officer in the U.S. Army and spent a considerable amount of time in the law enforcement field--are deeply ingrained and intuitive. If I can help emerging STEM leaders grow more proficient in these so-called "soft skill" areas, then my writing skills will truly have been put to good use.