Making the Most of Individual Development Plans

Earlier this year, the National Science Foundation expanded its mentoring requirements  so they apply not only to the postdocs it funds but also graduate students, specifically requiring that they each create an individual development plan (IDP). For many other funders and institutions, IDPs and similar mentoring plans are becoming formal requirements of funding. If your trainees aren’t already creating their own plans, they probably will be soon.

If used without intention, these plans can become merely one more requirement to meet before getting back to the real work. When used constructively, however, they have the potential to be practical and effective tools that promote communication and collaboration and growth within research groups.

For graduate students and other developing scholars, the process of developing an IDP helps them determine and articulate their goals and priorities—both short term and long term—and how they can make use of available resources in pursuing those goals and priorities. For mentors and advisers, IDPs can help them better understand their trainees and provide insights into ways to support, guide and motivate them.

IDPs can be more than just individual and advising tools, however. When integrated into regular group meetings, sharing IDPs can become a quick and easy way to reinforce a research group’s culture and build a shared commitment to personal and professional growth. They offer a structured way for members of the group to learn about each other and to build group cohesion.

Presenting IDPs in Group Meetings

Presenting IDPs can take many forms, though they all embrace the principle of being clear about what individuals want and how they plan to get there. Our experience is that this presentation can be done effectively in 10 minutes, using any of a wide range of presentation styles: slides, bullet points or just plain speaking with no visual supports.

Here are some lessons we have learned from our work at the National Center on Principled Leadership and Research Ethics (NCPRE) about how to use IDPs constructively in group meetings.

At NCPRE, members present their IDPs in group meetings twice a year. Our instructions are general and leave room for a range of approaches and interpretations. We ask each member to think about:

• Their own short-term and long-term goals and priorities;
• How they are pursuing those goals in their work and life;
• How they are using their time and available resources;
• How they contribute to our group and what they get from being in our group;
• What they would like to focus on developing next; and
• Areas of strength and weakness, as well as ways to develop and grow.

After a presenter has shared their IDP, people in the group weigh in, offering encouragement and guidance to help them pursue their goals. When people have recounted problems or issues, the discussion has focused on constructive suggestions. That allows the individual to explore what often lies beneath the surface in a safe, public forum where others are ready to offer support.

The point of presenting their IDP to the work group is threefold.

First, the process of presenting the IDP is valuable for the individual because it provides a structured opportunity to receive targeted feedback on their goals and strategies from other members of the research group. This feedback should not be generic advice; we work to tailor comments to each person’s aspirations and challenges, offering specific resources, guidance and direction that can enhance their success. By engaging in this collaborative process, graduate students and other developing scholars gain clarity and actionable insights that better enable them to achieve their professional objectives.

Second, and just as crucial, understanding each individual’s perspective allows us to align their skills and aspirations with the right opportunities. By better understanding their goals, we can strategically assign tasks and experiences that not only benefit the group but also support their personal and professional growth, building more motivation and cohesion.

Third, by collectively hearing and responding to each member’s IDP, the research group itself develops a stronger identity as a community with shared goals and a shared commitment by all its members:

• To get to know each other more deeply and learn about their background and personal concerns;
• To develop a shared sense of accountability from, and responsibility to, every member; and
• To build a sense of group cohesion and empathy.

We must also note that IDPs are not always positive experiences. While the norm at our organization is to emphasize the IDP process as a positive growth experience, that may not always be the case. If you approach IDPs in a punitive way or present them in a context characterized by criticism or scorn, it can be demoralizing, dehumanizing and connection-killing—undercutting the very purpose of the process.

Creating IDP Routines for Your Group

Not every research group needs to follow the exact procedures that we use. Each group has its own distinct culture, goals and challenges. Yet we can offer the following considerations as general principles for conducting an effective IDP review:

• Provide samples to work from that are varied and allow for each person to choose a style that best fits them. We provide samples that include slide decks, sharing pictures, circulating a written summary and notes for simple oral presentations.
• Give people enough time to prepare their IDP. If occasionally someone says they aren’t ready yet, give them a bit more time and point them to the wealth of resources to consult on creating useful IDPs. (For example, see here.)
• Give some thought to structuring discussions to provide a psychological safe place where presenters feel that they’re not subject to social sanction for mistakes or for sharing unpopular opinions. For us, this means that we try to walk our talk: Our formal and informal leaders seek to model appropriate vulnerability, share their own failures and give others room to do the same. (For more ideas see here.)
• Work to find the balance between sharing and oversharing in nondisruptive ways. This is a delicate task that can only be mastered over time. Also, see to obtain the right mix of personal and professional content. No one needs to be entirely impersonal, since work-life balance is part of what we seek. But this is a professional activity focused on professional goals and accomplishments. While IDPs can be therapeutic, they are not therapy sessions.

To conclude, a shared IDP ought to be a constructive, developmental experience—a safe space for individuals to explore their strengths and weaknesses, set goals and receive support from others. Leaders of research groups can enhance this process by allowing flexibility in how IDPs are presented and fostering an environment in which open, honest, and supportive communication is encouraged. Done well, IDPs can result in a stronger, better connected and more effective unit.