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Page 1 of 15
The Individual
Development Plan
For mapping your academic and professional development
An Individual Development Plan (IDP) helps you:
• assess your skills, interests, and values,
• make a plan for achieving your academic and professional goals,
• and communicate with your mentors about your evolving plan and needs.
There are many different ways to write an IDP, but the central concept is consistent: the IDP is a process through which
you reflect, plan, and discuss in order to achieve academic and professional goals. The onus is on you to develop and
maintain your IDP. And since it is your IDP, you choose which parts to share with your mentors.
This document is one example of an IDP tool, endorsed by the University of Wisconsin-Madison Graduate School. It
includes step-by-step instructions, a self-assessment questionnaire, and forms for writing goals. Some departments
and programs may use different instructions or templates so it is important to check you are using the right documents
before starting this process.
You’ll want to revisit your IDP at least annually to update and refine it as your goals change or come into focus, and to
record your progress and accomplishments.
The UW-Madison IDP website (grad.wisc.edu/pd/idp
) offers a collection of resources to support you in writing your IDP:
• the university’s IDP policy and steps to getting started on your IDP;
• advice on writing specific, measurable, attainable, relevant, and time-bound (S.M.A.R.T.) goals;
• tips for discussing your IDP with your mentor;
• links to workshops on creating an IDP;
• and a reporting system to let your mentor, program, and/or grants administrator know that you have an IDP.
DiscoverPD is an innovative online tool developed by the Graduate School Office of
Professional Development. If you choose to use it as part of your IDP-writing process, you'll
start by reviewing the nine areas, or "facets," of professional development, then complete a
self-assessment, and get a customized report and recommendations to help you strengthen
your ability within each facet.
This packet contains a simplified version of the DiscoverPD self-assessment. All UW-Madison community members
may visit my.grad.wisc.edu/DiscoverPD
to use the full, interactive online version.
Page 2 of 15
Basic steps of the IDP
for graduate students or postdoctoral researchers
for mentors
1 Conduct a self-assessment.
2 Write your Individual Development Plan.
3 Discuss all or part of the IDP with your mentor.
Update your information in the IDP reporting system,
which helps PIs and staff verify IDP use.
Review goals and help
mentee revise as
needed.
4 Implement the plan.
5 Revise and update your IDP as needed.
Regularly review and
provide support.
Icons on this page made by (descending order) Eucalyp, Gregor Cresnar, Freepik, Freepik, and Freepik from www.FlatIcon.com.
Page 3 of 15
STEP 1: Conduct a self-assessment
Start the IDP process by taking some time to reflect on your skills.
Static self-assessment option (located in this document): On pages 4 through 8, rate your confidence in your ability across
nine areas of professional development. These areas, or “facets,” are from the DiscoverPD professional development
framework.
Inquiry, discovery, and creation
Disciplinary expertise and interdisciplinary
connections
Leadership
Career development
Managing projects and people
Communication
Value for diversity and inclusion
Interpersonal effectiveness
Personal effectiveness
Interactive self-assessment option (my.grad.wisc.edu/DiscoverPD): All UW-Madison community members may use the
online DiscoverPD tool. On the homepage, take a moment to read about the nine facets of professional development. Then
complete the self-assessment, and view your customized report of areas of strength and weakness. Remember to focus not
only on improving weaknesses but also on continuing to grow in areas where you are strong. Within your report, explore the
recommended activities and favorite those that seem interesting. These get stored in My Favorites & Development Tracker.
Keep these favorited activities close at hand and skip to page 9.
Page 4 of 15
Self-assessment
Optional: Use the interactive self-assessment at my.grad.wisc.edu/DiscoverPD (requires UW-Madison netID).
Rate your confidence in your ability to do the following activities.
1 = very unconfident; 2 = somewhat unconfident; 3 = neither unconfident nor confident; 4 = somewhat confident; 5 = very confident
Inquiry, discovery, and creation
Inquiry, discovery, and creation describe characteristics of higher order thinking embodied by graduate students, including
analyzing, evaluating, and creating.
1
3
5
Create, invent, or produce new and innovative concepts or products
Evaluate information, critique, and make judgments based on internal or external
evidence
Pursue answers to complex questions
Think and act innovatively to create opportunity
Challenge conventional thinking
Disciplinary expertise and interdisciplinary connections
Core to graduate education, disciplinary expertise and interdisciplinary connections inform solutions to complex problems and
creating new knowledge.
1
3
5
Achieve the learning outcomes of my academic program, as well as those
defined for all UW-Madison graduate students
Acquire depth and breadth of knowledge in my subject area
Develop advanced skills in my subject area
Work with peers and colleagues across disciplines
Embrace the values of my profession
Employ critical and analytical thinking and problem solving
Obtain funding for my research or project
Conduct myself ethically and professionally
Seek and utilize information and technology resources appropriate to my
discipline
Page 5 of 15
Self-assessment
Optional: Use the interactive self-assessment at my.grad.wisc.edu/DiscoverPD (requires UW-Madison netID).
Rate your confidence in your ability to do the following activities.
1 = very unconfident; 2 = somewhat unconfident; 3 = neither unconfident nor confident; 4 = somewhat confident; 5 = very confident
Leadership
Leadership occurs at all levels of successful organizations, regardless of formal authority or management role.
1
3
5
Guide strategy and vision (e.g., on team projects)
Move ideas into action
Inspire others to new ways of thinking or acting
Foster creativity and innovation in people around me
Understand the dynamics of organizations
Be proactive and take risks
Acquire resources (e.g., get financial support from leadership, or collaborative
support from others)
Career development
Career development is a lifelong, proactive process of planning and implementation toward evolving, personally-defined
career goals.
1
3
5
Assess my skills, values, and interests
Obtain mentorship
Explore careers (e.g., conduct informational interviews)
Market myself (e.g., utilize LinkedIn or other online platforms)
Interview for jobs successfully
Apply for job openings (e.g., writing a cover letter, resume, and/or CV)
Participate in professional service
Build and communicate my transferable skills to potential employers
Take a lifelong approach to managing my career (e.g., utilizing an IDP,
implementing both short- and long-term professional goals)
Page 6 of 15
Self-assessment
Optional: Use the interactive self-assessment at my.grad.wisc.edu/DiscoverPD (requires UW-Madison netID).
Rate your confidence in your ability to do the following activities.
1 = very unconfident; 2 = somewhat unconfident; 3 = neither unconfident nor confident; 4 = somewhat confident; 5 = very confident
Managing projects and people
Managing projects and developing people’s potential requires an understanding of systematic approach methods, evaluation,
and effective use of resources.
1
3
5
Manage projects effectively by setting goals and monitoring results
Supervise and/or mentor others
Provide constructive feedback to others
Manage financial resources (e.g., reading financial statements or budgeting)
Employ systems and technology for productivity
Communication
Communication is a bidirectional exchange of information, effective through understanding the intersection of media,
audience, and message.
1
3
5
Select and utilize optimal media for a particular message (e.g., when to use
written, oral, visual, digital, smart media)
Write for experts in my discipline
Write for a lay audience (i.e., those who are not experts in my discipline)
Creatively engage with the public about my scholarship or research
Write effective grant proposals
Utilize effective technical writing skills for my discipline
Navigate the academic publishing landscape in my discipline
Consult and listen well
Page 7 of 15
Self-assessment
Optional: Use the interactive self-assessment at my.grad.wisc.edu/DiscoverPD (requires UW-Madison netID).
Rate your confidence in your ability to do the following activities.
1 = very unconfident; 2 = somewhat unconfident; 3 = neither unconfident nor confident; 4 = somewhat confident; 5 = very confident
Value for diversity and inclusion
True learning calls for free and open debate, requires respect of all individuals and ideas, and prepares students to live and
work in a world that speaks with many voices and from many backgrounds and experiences.
1
3
5
Learn from and work effectively with people from cultural backgrounds different
from my own (i.e., demonstrate cultural competence)
Learn from and work effectively with people from international backgrounds (i.e.,
demonstrate global competence)
Demonstrate equitable and inclusive leadership skills
Promote equitable, inclusive, and respectful workplaces and/or classrooms
Cultivate relationships with people from different backgrounds, experiences, and
cultures
Recognize differences and similarities as they enhance and enrich experiences
for all
Interpersonal effectiveness
Interpersonal effectiveness entails recognizing and assessing the impact of one’s behavior on others, as well as
understanding and cultivating positive relationships - e.g., with peers, coworkers, and advisors.
1
3
5
Form teams and collaborate
Appreciate, embrace, and/or foster the diverse perspectives of people around me
Network effectively with others in a professional setting
Negotiate (e.g., among people with conflicting ideas, salary negotiation)
Resolve conflict between people or groups of people
Mentor others (e.g., help to train undergraduates in my discipline)
Help create a positive climate (i.e., a classroom or workplace where everyone
feels comfortable and appreciated)
Work effectively with my faculty advisor, mentor, and/or supervisor
Page 8 of 15
Self-assessment
Optional: Use the interactive self-assessment at my.grad.wisc.edu/DiscoverPD (requires UW-Madison netID).
Rate your confidence in your ability to do the following activities.
1 = very unconfident; 2 = somewhat unconfident; 3 = neither unconfident nor confident; 4 = somewhat confident; 5 = very confident
Personal effectiveness
Personal effectiveness describes a set of attitudes and attributes that are needed for lifelong career success.
1
3
5
Maintain an openness to new ideas and perspectives
Cultivate an attitude of curiosity and joy of discovery
Stay motivated
Demonstrate resilience
Demonstrate integrity
Think introspectively
Engage in activities that improve conditions for others or help shape the future of
my community (i.e., civic engagement)
Be healthy physically, emotionally, and financially
Manage my time effectively
Stay organized in my academic, employment, and personal responsibilities
Interpreting your responses to the self-assessment
If you chose to complete the static self-assessment in this document, you’ll need to now review your responses. Take a
moment to consider your responses on pages 4 through 8. Note subareas where you feel most confident (rated 4 or 5) and
least confident (rated 1 or 2). Circle any to which you feel committed to developing; these will be used in the goal-setting
exercises on pages 11, 12, and 13.
Page 9 of 15
Self-assessment
What are your current responsibilities and requirements?
As part of the self-assessment process, ask yourself some questions related to your current responsibilities and requirements.
Doing so will lead you to actions or goals to incorporate into your plan. Your aim is to develop skills that will lead to your
success in your current position.
What are the requirements and responsibilities you must meet during the next year? Two years?
Are there particular technical skills or discipline-specific knowledge that you need to develop?
Are there scholarly activities you would like to accomplish or work toward during the next year? Two years? (Examples: join a
professional organization, present at a conference, co-author a paper…)
Other?
Comments:
Page 10 of 15
Self-assessment
What are your career aspirations?
In preparation for creating a truly individualized IDP, ask yourself some questions related to your career goals. Consider using
various resources to see how your values and interests align with potential career goals. Some of these resources include:
myIDP (myidp.sciencecareers.org) for STEM fields, Imagine PhD for arts and humanities (coming soon), and the Graduate
School’s Alumni Career Paths (grad.wisc.edu/alumnicareers).
What type of work would you like to do? What is important to you in your future career?
What competencies are required for your chosen career?
How well do your current skills match the competencies required for your chosen career?
What are your short-term goals related to career exploration? (Examples: learn about science writing, conduct informational
interviews, find out where graduates in my field are working/finding careers…)
How will you develop contacts--a network--related to your career exploration goals?
Other?
Comments:
Page 11 of 15
STEP 2: Write the IDP
The IDP helps you map out the general path you want to take toward achieving your goals. The goals you include in your IDP
are based on the strengths and weakness that you identified in step 1, together with the milestone activities that mark
successful progress through your program (e.g., preparing for prelims), plus any other specific skills and knowledge needed to
prepare for your career.
Use the table on pages 12 and 13 as a starting point. You can expand and modify it to fit your own list of goals and strategies.
For example, some mentees have transferred and expanded the table into an Excel spreadsheet to track multiple evolving
goals over time.
Be sure to identify specific and achievable objectives or skills, and write these in a way that makes very clear what you are
going to do. Use a “S.M.A.R.T. Goals” format: Specific, Measurable, Attainable, Relevant, Time-bound.
A specific goal will usually answer the five "W" questions:
What: What do I want to accomplish?
Why: Specific reasons, purpose or benefits of accomplishing the goal
Who: Who is involved?
Where: Identify a location
Which: Identify requirements and constraints
A measurable goal will usually answer questions such as:
How much? / How many? / How will I know when it is accomplished?
An attainable goal will usually answer the question:
How: How can the goal be accomplished?
A relevant goal can answer yes to these questions:
Does this seem worthwhile?
Is this the right time?
Am I the right person?
Does this match my/our other efforts/needs?
A time-bound goal will usually answer the questions:
When?
What can I do 6 months from now?
What can I do 6 weeks from now?
What can I do today?
And remember, your IDP is a living document that will and should be updated and changed as often as necessary
Meyer, Paul J (2003). "What would you do if you knew you couldn’t fail? Creating S.M.A.R.T. Goals".
Attitude Is Everything: If You Want to Succeed Above and
Beyond
. Meyer Resource Group, Incorporated.
Page 12 of 15
Self-assessment summary
Confident
(4’s and 5’s on pages 4-8)
Unconfident
(1’s and 2’s on pages 4-8)
Goals: current responsibilities
Define approaches and strategies below, and include a timeframe for beginning and completing these actions. Make sure to
have an outcome statement that is clear enough to allow someone (including you!) to know if you’ve met your objective.
Objectives or skills
to be learned
Approaches and
strategies
Timeframe
Outcomes
Page 13 of 15
Goals: career aspirations
Define approaches and strategies below, and include a timeframe for beginning and completing these actions. Make sure to
have an outcome statement that is clear enough to allow someone (including you!) to know if you’ve met your objective.
Objectives or skills to
be learned
Approaches and
strategies
Timeframe
Outcomes
Goal prioritization
Near term (within the next 6 months)
Long term (more than 6 months away)
High priority
Low priority
Page 14 of 15
STEP 3: Discuss with Mentor
Discussing what you discovered from your skills assessment, and talking about your career goals and interests with your
mentor might help you identify developmental needs and areas to work on. By helping you compare current skills and
strengths with those needed to achieve your career objectives, your mentor can be an important ally.
Some might feel it’s risky to share, for example, their weaknesses or their interest in a career outside academia with their
mentor. While it’s not necessary to share all results right away, consider how the feedback from your mentor might support
your plan, and provide insights and resource ideas.
It is strongly recommended that you discuss your plan with your primary mentor but also be creative about whom you
approach for advice. You can get useful feedback from multiple people with a broad range of experiences and perspectives
including friends, family, staff and faculty other than your primary mentor.
See the university’s IDP website (grad.wisc.edu/pd/idp/menteetips
) for other tips on the discussion with your mentor.
The university has created an IDP Reporting System (my.gradsch.wisc.edu/idp/myUWIDP.pl) to let your mentor, grad/training
program, and/or grants administrator know that you have an IDP if requested. Visit the university’s IDP website for more
information on this process.
Page 15 of 15
STEP 4: Implement the Plan
Put your plan into action. Stay organized and seek out the support you need to stay on track. Commit to the plan, but also
remember that you will need to be flexible and modify your plan as your goals or circumstances change. Keep your IDP in a
convenient place and check it often. Add your IDP deadlines to your calendar to integrate them with deadlines for other work
and personal events.
STEP 5: Review and Revise Your IDP
Review the IDP with your mentor on a regular basis (on a schedule decided upon together) and revise/update. At a minimum,
you should revisit and discuss your IDP with your mentor annually.
And, importantly, celebrate your achievements!
Your name: Today’s date:
Adapted from:
Federation of American Societies of Experimental Biology (FASEB) IDP for Postdoctoral Fellows: faseb.org/portals/2/pdfs/opa/idp.pdf
myIDP website: myidp.sciencecareers.org
Individual Development Plan for UCSF Faculty
Individual Development Plan for Case Western Reserve University Postdoctoral Trainees postdoc.case.edu/current/careers.html
The National Postdoctoral Association Postdoctoral Core Competencies: www.nationalpostdoc.org/competencies
University of Wisconsin-Madison Graduate School Office of Professional Development, DiscoverPD: my.grad.wisc.edu/DiscoverPD
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