Individual Development Plans (IDPs)

Effective or Just More Paperwork?

By now, you’ve certainly heard of Individual Development Plans, or IDPs. Prominent members of the scientific community have advocated for widespread adoption of career goal planning practices [1]. There have been fervent efforts to develop and analyze IDP tools for biomedical trainees [2], [3], [4], [5], [6].

Trainees who complete a written plan report improved productivity and more effective interactions with their PIs with respect to career and research goals. Trainees are aware of the challenges of the faculty job market for biomedical sciences, along with the funding trends within academic science. They are somewhat aware of their other career options, but express a general lack of knowledge of these options. IDPs are a useful tool to help graduate students and postdocs set career goals as well as goals impacting their research and training outcomes. IDPs are also useful to outline the steps trainees need to take to achieve those goals.

The research so far is clear: appropriate implementation of IDPs has immense benefits for trainees, faculty, and the entire lab.

What is the Best Method for Implementing an IDP?

But how does one appropriately implement IDPs for their trainees? You probably (hopefully) recognize that your trainees are all different; they have different work and communication styles and they are at different places on their doctoral/postdoctoral path. It is unrealistic to expect there to be a single method for IDPs that works for every single person in your lab.

Whatever method you choose to implement, there are some important aspects of an IDP that you should pay close attention to:

trainees need to be the ones to set goals, but they may need your help
goals should be specific, not general
goals should be written down
milestones should be defined to keep trainee accountable to tracking progress toward goals

the process should be iterative
just making an IDP is not enough; trainees should have an annual conversation with you about their IDP
constructive feedback (both positive and negative) is highly recommended

The exact method you use and what you call the process do not matter. What we stress is that you have at least an annual conversation, which includes the bullet points above, with each of your trainees. Depending on where your trainee is in the course of their education and training, different methods can be implemented. Below are some suggestions to get you started.

IDP Recommendations for 1– 2Year Graduate Students

Data collected from UCSF students show that formal IDPs are not highly utilized until starting in their thirdyear (only 34% of secondyear students reported to have created an IDP). One reason for this may be that students in their first and secondyear of graduate programs are focused primarily on coursework, rotations, and preparing for their qualifying exams. Whatever the root cause(s) of this trend that we see at UCSF are, you will want research and career planning at these stages to be matched to the needs of the students with whom you are working.

Possible methods:

IDP Recommendations for 3– 6+ Year Graduate Students

After progressing to candidacy, graduate students are faced with different challenges than earlier year students. They progressively develop more independence in their thesis research and they may not have the same degree of contact with other members of their cohort or their graduate program. The data show that students begin to explore career options in their thirdyear. Of particular interest at this stage is the significant shift in interest for research vs. non-research careers.

Students in these stages may need help with setting research goals and milestones, which can help to keep them motivated and productive. Graduate students in these stages will also likely benefit from including career planning in their IDPs. Such career planning should involve identifying their skills, values, and interests, all of which should inform their exploration of careers and with identifying research and career goals. Incorporating a career plan will help prepare students for fulfilling and satisfying careers in and outside of academia.

Possible methods:

IDP Recommendations for Postdocs

Postdocs have spent a lot of time and effort on their education and training. Using an IDP will help postdocs explore a range of career possibilities as well as to set realistic goals that will put and keep you on a career path you can feel excited about. For more information and resources for your postdocs, visit UCSF's Office for Postdoctoral Scholars website.

Possible methods:

Reporting your Use of IDPs

The OCPD has created wording that may be edited to fit your interpretation of the requirements in your RPPR. This text is for guidance only; it must be adapted to your specific program and practice. Program administrators and PIs can view sample wording for Reporting Use of the IDP.

Individual Development Plans (IDPs)

Effective or Just More Paperwork?

What is the Best Method for Implementing an IDP?

Reporting your Use of IDPs

Resources:

For Faculty

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Individual Development Plans (IDPs)

Effective or Just More Paperwork?

What is the Best Method for Implementing an IDP?

Reporting your Use of IDPs

Resources:

For Faculty