The 2019-2020 program cohort will include 30 postdoctoral scholars and advanced graduate students. Participants will attend classroom-style modules (4 hours each, Friday mornings starting at 9:00 am) on the Sanford Burnham Prebys cammpus every month, and engage in discussions and assigned projects in between modules. Participants will work in groups to develop a program project for presentation at the finale. See Program Timeline for more information.
In Module 1 program participants will undergo a process of self-analysis through utilization of a comprehensive personal assessment. As the assessment will serve as a foundation for understanding the unique value each individual brings to their leadership roles, participants will spend Module 1 exploring their personal leadership styles, motivations, and preferences, as well as considering what type of leader they want to be. As a first step in defining their personal leadership goals, participants will define their individual “Unique Value Proposition,” or how they will describe what they offer as a leader.Close
In Module 2 participants will explore the professional and leadership strengths they already possess that they want to continue to refine, and what additional leadership strengths they would like to develop. Additionally, participants will further develop their “Unique Value Proposition” that will serve as a guide as they continue to explore how and where they can best contribute what they desire to offer as leaders.Close
In Module 3 participants will shift their focus externally to gain an understanding of the styles, preferences, and strengths of others. While an understanding of others will be explored to some degree in Modules 1 and 2, in Module 3 participants will specifically concentrate on the styles and strengths that are not inherent to them. Through the activities and case studies explored in Module 3, participants will explore how to better communicate and work with individuals who have different styles, preferences, and strengths than they do.Close
In Module 4 participants will be introduced to general conflict resolution models that provide an understanding of how and why individuals approach conflict differently. This module will explore where and why conflict often arises in the context of individual preferences and styles, as well as various ways to analyze a situation towards understanding the root cause of the perceived conflict so that one can better choose how to approach the situation, if at all. By applying an organized framework to investigate the nature of conflict, participants will have the opportunity to explore how they most often respond to conflict and whether this serves them well.Close
In Module 5 participants will discuss how best to communicate with individuals with different styles/preferences than they have, especially during times of conflict. Additionally, in this module participants will learn a process through which they can approach challenging conversations, and they will practice the techniques explored through small group activities.Close
In Module 6 participants will present and analyze case studies that highlight relevant challenges that they and others are currently navigating. By applying the knowledge they have gained in the first five program modules, participants will work with each other to suggest approaches to dealing with the challenges being discussed. In addition to discussing current unresolved challenges, case studies of challenges that have already been overcome and the approaches taken to overcome them will be shared.Close
In Module 7 program participants will assess how they approach four aspects of leadership and leading others: 1) how they make decisions, 2) how they process information, 3) how they handle change, and 4) how they manage uncertainty. Participants will shift their focus towards action and developing as a leader. They will explore how to influence without title or authority through first assessing their current style of influencing others. Participants will gain an understanding of the importance and roles of various stakeholders involved in any long-term goal, so they can enter any discussion or negotiation fully prepared to speak to the interests of the various stakeholders. Continuing to highlight the importance of effective communication, participants will practice active listening to ensure they are understanding stakeholder concerns.Close
In Module 8 participants will expand their learning of building and sustaining high impact teams through exploring team design research with cognitive design research. This module will help participants explore ways of viewing individuality and team diversity through the exploration of different cognitive styles and the impact these have on the ways individuals approach and accomplish their work.Close
In Module 9 participants will discover how to approach large team and organizational problems through a logical framework, the “Problem Management Cycle.” Participants will consider the value and impact of approaching problems holistically, as well as gain an understanding of the factors needed to achieve success in each of the specific steps of the problem management cycle towards team success. Through this investigation participants will identify where they best contribute in solving and managing problems and how their individual style and preferences contribute to this. Additionally, participants will be able to recognize in which steps individuals with other styles best contribute to problem solving.Close
In Module 10 participants will consider the unique roles that contribute to a successful and effective team based on everything they have learned and practiced up to this point. Because leadership and management are often intertwined, in this module participants will also explore practices for effectively managing, mentoring, and coaching individuals with different levels of knowledge and experience. Participants will practice evaluating performance and consider the differences between managing a team and leading a team. Participants will also practice the art of giving feedback while considering different individual styles and preferences.Close
Module 11 marks the end of the program. Participants will learn about the importance of serving as a leadership development ambassador to their peers and institutional leadership, as well as of opportunities to become a peer mentor for future cycles of this leadership program. Group projects will be presented and discussed, followed by an end of program networking celebrationClose
Dr. Diane Klotz is Director, Office of Education, Training, & International Services and Associate Dean of Administration and Professional Development in the Graduate School of Biomedical Sciences at Sanford Burnham Prebys Medical Discovery Institute in La Jolla, CA. In these positions Diane oversees a team responsible for creating and delivering innovative programs to support the professional growth and complement the scientific education and training of Sanford Burnham Prebys’s graduate students and postdoctoral researchers. She also participates in institute-wide efforts in strategic planning with respect to education and training initiatives, serves as an advisor to faculty on education and training best practices, and consults to executive leadership on education and training policy. Additionally, Diane serves as an internal educator for Sanford Burnham Prebys on topics surrounding leadership and management development, team building, conflict, and interpersonal dynamics.
Diane received her PhD in Molecular and Cellular Biology from Tulane University, and pursued her postdoctoral research training at the National Institute of Environmental Health Sciences (NIEHS, NIH). Diane’s research focused on cross-talk between steroid hormone receptor and growth factor signaling pathways in the female reproductive tract and the impact of environmental chemicals on these pathways. Outside the lab, Diane served as a member and chair of the NIEHS postdoctoral association, and was a member and chair of the National Postdoctoral Association (NPA) Board of Directors, where she remains active as a member of the NPA Advisory Council. Diane recently served on the NIH study sections for the NIH Broadening Experience in Scientific Training (BEST) Award program, and she is currently a member of the NIH BEST External Scientific Panel of advisors.
Diane’s career path has been shaped by her observations of and experiences with how scientific organizations function and how scientific leaders strive to effect change and make progress. Her focus in the education and training of scientists at all levels and in all career paths is on helping scientists find their voices as high impact leaders who are able to guide their teams with compassion, clarity, vision, and intent. Diane has worked with academic labs, professional associations, and biotech companies towards developing high-performing teams and cultures that support them. Diane is a certified DiSC® facilitator, MBTI® practitioner, and has certificates for ADVANCED Training in Conflict Management from Kilmann Diagnostics and for Negotiation and Leadership from the Harvard Program on Negotiation.
Dr. Nisha Cavanaugh is the Manager of Postdoctoral and Academic Programs, within Sanford Burnham Prebys' OETIS. In this role, Nisha is responsible for the portfolio of career and professional development programming for Sanford Burnham Prebys postdoctoral scholars and graduate students. Additionally, she collaborates with OETIS faculty and with the SBP Science Network to design new professional development workshops, programs and opportunities to enhance the postdoctoral experience at SBP. She completed ADVANCED Training in Conflict Management using the Thomas-Kilman Instrument as well as the Gallup Successful Strengths Coaching course.
Nisha received her PhD in Biochemistry from the University of Colorado at Boulder where she elucidated the primase-polymerase enzyme mechanism in Herpes Simplex Virus-1 DNA replication initiation. As a postdoc at the National Institute for Environmental Health Sciences (NIEHS), she analyzed the structure-function relationship of DNA polymerase beta and the misincorporation of ribonucleotides during DNA repair. Her interest to encourage postdocs and graduate students to explore PhD career paths stems from her own postdoctoral experience and time spent as Chair of the NIEHS Trainees Assembly, the NIEHS postdoctoral association.
Dr. Andrew Bankston is the Program Manager for the Graduate School of Biomedical Sciences at the Sanford Burnham Prebys Medical Discovery Institute in La Jolla, CA. Andrew builds relationships with local institutions and companies to provide new training opportunities for their students/employees, create opportunities for Sanford Burnham Prebys students, and find the next group of talented SBP graduate students. He also provides one-on-one services to students in support of many aspects of their graduate careers and collaborates with other members of the OETIS team to help develop training workshops and programs specifically for SBP graduate students.
Andrew received his PhD in Biochemistry, Cell and Developmental Biology from Emory University where he uncovered new regulatory pathways regulating development of myelin in the brain. He then studied the role of autophagy in myelin development and repair at the Kentucky Spinal Cord Injury Research Center until joining Sanford Burnham Prebys in 2017. Through his involvement with the National Postdoctoral Association (NPA), first as the Outreach Committee Chair and now as a member of the Board of Directors, Andrew deepened his interest in graduate student and postdoc training that began with his own training experience. His passion for mentoring and training of young scientists has always had a strong influence on his career path and is a large part of his current role.
You can contact us at OETIS@SBP.edu!
Andy is an award-winning educator and learning expert with more than twenty years of experience helping individuals and groups do their best. He has an adult education credential from the University of Cambridge and a Master of Science in Learning and Change from Northwestern.
Andy leads the human design practice at Cognitive DESIGNLAB where he focuses on the social and psychological aspects of learning. He also utilizes design thinking to solve a variety of complex challenges at Cognitive DESIGNLAB and through work with the University of San Diego and IDEO U. He trusts that design thinking, when combined with an understanding of human perception, can create solutions to the most pressing social and work challenges. He has catalyzed start-up projects, technology implementations, school and curriculum innovation, and employee/student experience and engagement.
Andy is from England, has worked and studied in Japan, and lives in San Diego. If you are interested in learning more about yourself, more about others, and creating more inclusive experiences and solutions, Andy is happy to facilitate the inquiry process that will enable you to do so.
You MUST be a Sanford Burnham Prebys Graduate Student OR a Postdoctoral Scholar/Staff Scientist/Research Assistant Professor at one of five institutions: Sanford Burnham Prebys Medical Discovery Institute, The Salk Institute for Biological Studies, The Scripps Research Institute (TSRI), La Jolla Institute For Allergy and Immunology (LJI), or the University of California San Diego. Sanford Burnham Prebys Graduate students MUST have passed their Qualifying Exam and be admitted to candidacy.
The program's cohort of peer emerging leaders will be committed to fully engage in all program activities and support their fellow participants.
To be accepted into the program, complete the application form in full. The parts of the application include: