Appendix A. Individual Development Plan for Graduate Students

An Individual Development Plan (IDP) is a ’living’ document (one that is continually edited and updated) that helps a student identify areas of strength as well as areas that need improvement in order for the student to achieve their professional development and career goals. An IDP is an important tool for facilitating clear communication between a student and their supervisor(s).¹ It can be an important component of a broader mentoring program.

The goals are straightforward. The IDP helps to identify:

• Long-term career options/goals a student may wish to pursue (subject to change as the student progresses through the degree)

• The necessary tools to meet a given career goal

• Short-term needs for improving current performance

The IDP provides a structured pathway for developing and working towards long-term goals. Identification of short-term goals helps a student and supervisor to establish milestones during the course of study for the degree, and helps foster a sense of continued accomplishment as specific objectives are met. In addition, the IDP is a convenient tool to foster clear communication between the student and the supervisor(s).

Development, implementation, and revision are important steps in the production of an IDP. Both the student and the mentor are necessarily involved in the process, and the effort should be interactive.

BASIC STEPs

Execution of the IDP Process for Graduate Students

Step 1. Conduct a Self-assessment

• Assess your skills and strengths; identify areas that need further development. Formal assessment tools may be helpful.

• Take a realistic look at your current abilities. This is a critical part of career planning. As part of this process, ask peers, mentors, family members, and friends what they see as your strengths and your development needs.

• Outline long-term career objectives. Ask yourself:

• What type of work would I like to be doing?

• Where would I like to be in an organization?

• What is important to me in a career?

Step 2. Survey Opportunities with Mentor(s)

• Identify career opportunities and select from those that interest you.

• Identify developmental needs by comparing current skills and strengths with those needed for your preferred career choice.

• Prioritize your developmental areas and discuss with your mentor(s) how these should be addressed.

Step 3. Write an IDP

The IDP will help you to map out the general path you want to take and helps to match skills and strengths to your career choices. It is a challenging document to produce because it requires honest self-appraisal, acceptance of constructive input from others, and because needs and goals will almost certainly change over your time as a graduate student. The goal is to build upon current strengths and skills by identifying areas for development and providing a way to address those needs. The specific objectives of a typical IDP include:

• Establishment of effective dates for the duration of your time in program (usually externally imposed to some extent)

• Identification of specific skills and strengths you need to develop (based upon self-assessment and discussion with your mentor(s) and others)

• Definition of approaches to obtain specific skills and strengths (for example, courses, technical skills and training, teaching experience, supervisory experience)

• Discussion of draft IDP with your mentor(s)

• Revision of the IDP as appropriate

Step 4. Implement the Plan, Review Regularly, and Revise as Needed

The plan is the beginning of a career development process, and serves as a map you can easily revise as needed.

• Put your plan into action.

• Revise and modify as needed. The first draft of your IDP is not the final one! It needs to be modified as circumstances and your goals change. The challenge with implementation is to remain flexible, recognize when your goals are changing, and be open to change.

• Review the plan with your mentor(s) regularly. Revise the plan on the basis of those discussions.

Execution of the IDP Process For Mentors

Step 1. Become Familiar with Available Opportunities

Because of your experience, you should already have knowledge of some career opportunities. Always bear in mind that your student may have career goals that are different from your initial assumptions or expectations, and that those goals may change through time. Familiarizing yourself with other career opportunities and with trends in job opportunities helps you be a more effective mentor to students whose career paths may well differ from your own.

Step 2. Discuss Opportunities with Your Student

This needs to be a private, scheduled meeting distinct from regular research-specific meetings with a lab-group or the individual student. Set aside adequate time for an open and honest discussion.

Step 3. Review the IDP and Help to Revise It

Provide honest feedback — ​both positive and negative — ​to help your student set realistic goals. Agree on a development plan that will allow the student to be productive in the laboratory/field/research arena and will help prepare them for their chosen career.

Step 4. Establish Regular Review of Progress and Help to Revise the Plan as Needed

The mentor(s) should meet at regular intervals with the student to assess progress on the IDP, expectations, and changing goals. This is distinct from research progress, or progress on the thesis or dissertation. On at least an annual basis, the mentor(s) should conduct a performance review designed to analyze what has been accomplished and what remains to be done. A written review is helpful in objectively documenting accomplishments.