Creating an Individual Development Plan (IDP )

1. Creating an Individual Development Plan (IDP)

2. Goals of this session • Begin to develop a preliminary plan: • Learn to engage in self-assessment. • Learn to define achievable goals. • Develop strategies for sharing, implementing and sustaining your plan.

3. What is an IDP? • A written plan that helps you focus on and advance your academic and professional development. • Commonly used in industry to help employees define and pursue their career goals.

4. “The discipline of writing something down is the first step toward making it happen.” ― Lee Iacocca “Begin with the end in mind” ― Steven Covey

5. Why should I have an IDP? • Opportunity to focus on what you need • Identification of skills, interests, and values • Development of learning and performance goals • Communication with mentor(s) • Goal setting leads to enhanced success and satisfaction • Developing an IDP is a skill you’ll use again and again • Compliance (NIH)

6. “NIH encourages institutions to develop IDPs for graduate students and postdoctoral researchers (including scholars, trainees and fellows, and individuals in other postdoctoral positions) supported by NIH awards by October 2014. The IDPs should be broadly implemented for all graduate students and postdoctoral researchers supported by NIH.” Notice NOT-OD-13-093 released July 23, 2013

7. University IDP policy UW-Madison recommends all graduate students and postdoctoral researchers utilize Individual Development Plans to set academic and career goals and facilitate conversations with their mentor(s). Beginning October 1, 2014, all graduate students and postdoctoral researchers supported by NIH funding are required to have an IDP.

8. IDP steps: Assess skills, values, interests Develop goals and write the plan Discuss plan with mentors Execute your plan Revise and Review

9. Factors to consider • Skills • Current responsibilities • Career interests

10. Step 1: Self-assessment Assess skills, values, interests

11. Factors to consider • Skills • What are your strengths? • What can you improve? • Responsibilities • Career interests

12. Self-assessment tools Many tools are available for self-assessment of skills, values and interests

15. Exercise: think, pair, share 1) Practice self-assessment by filling out the form(2 minutes) 2) List: (2 minutes) • a skill you are good at • a skill you need to work on • a skill that is important for your future career 3) In pairs, take turns sharing your list of 3 skills, and describing how you can improve or develop one of those skills (5-7 minutes)

16. Verify • How do others view your skills? • Seek feedback from people who know you well

17. Factors to consider • Skills • Current responsibilities • Career interests

18. Step 2: Develop goals and write the plan Develop goals and write the plan

19. Factors to consider • Skills • Current responsibilities • What are the milestones in your program or position? • What are the expectations? • Career interests

20. Degree requirements • Read your graduate program handbook and materials from the Graduate School. • Talk with department chair, directors of graduate studies, PI, advisors and coordinators. • Talk with peers and more senior graduate students. • Observe the progress as well as the mistakes of others. • Read general literature about grad education. • Modified from Frestedt et al. 1997

21. Program / project goals • What are some projects that you know you need to accomplish before your finish grad school or complete your postdoc? • Are there scholarly articles you would like to accomplish in the next year? Two years?

22. Program / project goals • Submit a paper for publication • Meet specific benchmark in grad program • Obtain a fellowship • Create a research poster for a meeting • Other?

23. S.M.A.R.T. goals S = Specific (Is it focused?) = Measurable (Could someone identify whether or not you achieved this goal?) = Attainable (Can it realistically be accomplished?) = Relevant (Does it matter?) = Time-bound (By when should you complete this goal?) M A R T

24. Making it SMART Submit a paper for publication • Complete data analysis by November 1. • Choose journal by November 15. • Write introduction by December 15 and share w/advisor. • Complete the discussion section by January 30.

25. Making it SMART Obtain a fellowship/Locate funding sources 1. By December 1, check: • the library’s fellowship/grants database, • national associations and other professional groups, • NSF, NIH, NEA, and other related sources, • faculty or students who have received grants, for suggestions 2. In Spring Semester 2014 attend a workshop on finding funding

26. Factors to consider • Skills • Current responsibilities • Career interests • What type of work would you like to do? • What is important to you in your post-graduate career?

27. Career goals • What type of work would you like to do? What is important to you in your future career? • What are some of your long-term career goals and what will you do to achieve those goals?

28. Career exploration resources http://grad.wisc.edu/pd/versatilephd http://grad.wisc.edu/pd/careerexploration

29. Career exploration goals • Expand your professional networks • Update your CV (or translate your CV into a resume) • Identify new mentors • Read about career options • Attend career-related events • Do informational interviews

30. Write the plan

31. Exercise: Think, Pair, Share 1) Brainstorm 5-6 goals related to a current responsibility or career interest. (3 minutes) 2) Choose 2 goals to write as SMART goals together and identify resources that will help you achieve the goals. (5 minutes)

32. Step 3: Discuss Plan with Mentors Discuss Plan with Mentors

33. Discuss your plan with mentors • Why share your plan? • What are the benefits and risks, if any? • What difficulties might you encounter?

34. Why share your plan? • Provides structure to conversations with your mentor and allows for their input. • Helps you set reasonable priorities and stay on track. • Allows you to better clarify your career goals and expectations.

35. Tips for sharing your plan • Give your mentor warning. • Educate them about the process. • Choose a good time to approach them. • Request an IDP meeting. • Send them your draft IDP ahead of time. • Choose which goals to share.

36. Potential difficulties • Mentor reluctant to discuss your IDP. • Don’t take it personally. • Remind them of NIH / university policy. • Make it clear the IDP is important to you. • Supervisor is unsupportive of careers outside academia. • Think ahead of time how to articulate your decision. • Remember you’re not the first person to leave academia. • Find examples of others who have made this choice.

37. Step 4: Implement your plan Execute Your Plan

38. Implementing your plan • How to keep yourself on track? • Strategies, systems and motivators that work for you…

39. Step 5: Revise and review your plan Revise and Review …and celebrate your achievements

40. Next steps IDP website http://www.grad.wisc.edu/pd/idp • IDP templates • Tips for mentees • Tips for mentors • Peer support meetings • IDP Reporting System