Individual Development Plan resources for faculty and staff
This document provides an overview of the Individual Development Plan (IDP) and includes frequently asked questions about the IDP for faculty/staff mentors, PIs, grants administrators, and graduate program coordinators.
An Individual Development Plan (IDP) helps graduate students and postdoctoral researchers assess their current skills, interests, and strengths; make a plan for developing skills to meet academic and professional goals; and communicate with supervisors, advisors, and mentors about evolving goals and related skills.
The university recommends IDPs for all postdoctoral researchers and graduate students.
The National Institutes of Health (NIH) requires PIs’ annual progress reports to include a section on how IDPs are being used to identify and promote the career goals of graduate students and postdoctoral researchers associated with the award.
As of May 20, 2024, the National Science Foundation (NSF) requires funded graduate students and postdocs to have IDPs. PIs will need to certify in annual and final reports that grad students and postdocs “receiving substantial support from such award [have] developed and updated annually an individual development plan to map educational goals, career exploration, and professional development.”
Graduate students learn about the Individual Development Plan and related resources through:
onboarding emails from the Graduate School in their first year of study
direct emails every semester to all graduate students and postdocs
IDP tools
UW–Madison recommends students and postdocs use one of the following IDP tools, which each include a self-assessment of skills, interests, and values; goal-setting guidelines; and reference to skill-building and career exploration resources. Programs may ask students to use a different IDP tool tailored to the learning objectives or core competencies of their field.
ImaginePhD is a career exploration and Individual Development Plan tool for the humanities and social sciences. It is a free online resource that facilitates career exploration by inviting users to evaluate and reflect on their own skills, values, and interest and to investigate related career opportunities.
The UW–Madison IDP is flexible and appropriate for all disciplines. This IDP form integrates the DiscoverPD professional development framework. (The form is available on the IDP webpage as "UW–Madison IDP".)
myIDP is an interactive IDP tool developed by AAAS for Science Technology, Engineering, and Math (STEM) disciplines.
Additional resources for students and postdocs are available on the Graduate School's Individual Development Plan web page. If you would like to share information with a student or postdoc, please direct them to that page.
For mentors
An IDP is an important tool to help grad students and postdocs assess their skills, interests, and values; determine a plan for meeting academic and professional goals; and communicate with their mentor(s) about evolving goals and related skills.
Is this required?
The university recommends IDPs for all postdoctoral researchers and graduate students.
The National Institutes of Health (NIH) requires PIs’ annual progress reports to include a section on how IDPs are being used to identify and promote the career goals of graduate students and postdoctoral researchers associated with the award.
As of May 20, 2024, the National Science Foundation (NSF) requires funded graduate students and postdocs to have IDPs. PIs will need to certify in annual and final reports that grad students and postdocs “receiving substantial support from such award [have] developed and updated annually an individual development plan to map educational goals, career exploration, and professional development.”
What is my responsibility?
The primary responsibility to write and implement the IDP lies with the grad student or postdoc. However, having conversations with a mentor or mentoring team is an essential step in implementing the IDP.
Your mentees may choose to discuss their IDPs with you at various points: after conducting the self-assessment as they begin to develop goals, after defining their goals, and/or at various stages as they implement the plan. While the onus is on the mentees to develop IDPs, it is also important for you to encourage them to interact with you regarding the IDP. They may choose to share certain parts of the IDP with you and keep other parts (such as the skills assessment, or personal goals) private.
Why is an IDP a helpful tool for grad students and postdocs?
An IDP:
Helps mentees identify their unique strengths and areas needing development
Allows them to be responsible for their own learning by setting clear and attainable goals
Is motivating when mentees celebrate milestones and successes
Serves as a communications tool between mentee and mentor
Is personalized to reflect mentees’ goals as they change
IDPs are consistent with studies that demonstrate the positive impact that goal-setting has on performance.1 Research shows that people are more likely to achieve goals when they have specific, written plans in place for doing so,2 and they are more satisfied in their careers and consider themselves more successful than peers who do not have career plans.3
References
1 Seijts G. H. & Latham G. P. (2012). Knowing when to set learning versus performance goals. Organizational Dynamics, 41, 1-6. 2 Gollwitzer P. M. (1999). Implementation intentions: strong effects of simple plans. American Psychologist, 54, 493-503. 3 Abele A. E. & Wiese B. S. (2008). The nomological network of self-management strategies and career success. Journal of Occupational and Organizational Psychology, 81, 733-749.
Are there resources to help me as a mentor?
Yes. This document is intended to provide a start to preparing mentors for conversations about IDPs. In addition to the tips for IDP mentors found on this page, we suggest choosing from the following face-to-face activities for mentors. (If you are also a PI on an NIH-funded grant, please see the section for PIs as well.)
Research Mentor Training: UW–Madison is home to a nationally renowned, evidence-based mentor training program, which includes guidance on using IDPs. You may benefit from reviewing the curriculum directly, hosting mentor training within your department, or participating in mentor training held on campus. To learn more, visit the following websites.
Designed to provide resources to improve research mentoring relationships, these websites provide curricula, assessment tools, and resources relevant for mentors and mentees, as well as those who would like to implement mentor training:
The Delta Program in Research, Teaching and Learning, in partnership with the Wisconsin Institute for Science Education and Community Engagement WISCIENCE (formerly Institute for Biology Education) and the Institute for Clinical and Translational Research offer research mentor training opportunities to members of the UW–Madison community. See these sites for current and future offerings:
Are there tools to help track compliance with the NIH IDP requirement?
The IDP Reporting System is no longer supported and will be taken down on June 1, 2024.
Who do I contact with questions?
Regarding resources, workshops, or website/KB document: Alissa Ewer, Professional Development and Communications, alissa.ewer@wisc.edu.
Additionally, the following faculty members are available to talk with you about their experiences using IDPs:
Dr. Alan Rapraeger, Professor, Department of Human Oncology; Director, Office of Postdoctoral Studies, School of Medicine and Public Health – rapraeger@humonc.wisc.edu
Dr. Zsuzsanna Fabry, Professor, Department of Pathology and Laboratory Medicine; Cellular and Molecular Pathology Graduate Program Chair – zfabry@wisc.edu
Dr. David Wassarman, Professor, Cell and Regenerative Biology; Chair, Graduate Program in Cellular and Molecular Biology – dawassarman@wisc.edu
What are some tips for mentors?
Getting started:
Point your mentees to online resources. The Graduate School will email all graduate students and postdocs about Individual Development Plans and refer them to these resources. That said, a personal message from you, the mentor, will demonstrate that you encourage use of IDPs for academic planning and professional development and are willing to talk with them about their IDPs when they are ready.
Familiarize yourself with the above online resources. In summary, the IDP process involves: assessment of skills, interests, and values; writing goals and setting specific implementation steps; discussion of the IDP with the mentor or mentoring team; implementation of the plan; and review of the IDP on a regular basis.
When they’re just getting started, encourage your mentees to attend the Creating Your Individual Development Plan workshops hosted by the Graduate School each semester, or take 10 minutes to listen to the narrated slideshow about writing your IDP.
Give your mentees time to develop IDPs on their own, and encourage them to meet with you when they’re ready.
Respect that there may be some parts of the IDP that your mentees may choose to keep to themselves. Developing an IDP is a process that asks individuals to deeply assess skills, interests, and values. Some of what they discover and choose to explore may be personal. By articulating to your mentee that you accept that they may choose to disclose some parts of their IDP to you but not all, you give them the space to be more candid and introspective throughout the process.
Once your mentee is ready to discuss the IDP:
Be open to providing feedback. Ask your mentee the method and frequency that he or she would prefer to get feedback, e.g. if you two should schedule regular meetings to talk about progress, or if email check-ins would be preferred. At a minimum, you should meet individually with your mentee about their IDP once per year.
It is likely that your mentee will want to discuss goals and implementation steps related to academic, research, and professional initiatives. Be positive and encouraging. You can improve a mentee’s self-confidence by making sure they have appropriate preparation or training to achieve goals, access to role models, and explicit encouragement to build confidence in their ability to achieve the goal (Locke and Latham, 2002).
Challenge mentees to set important goals and commit strongly to them. Encouraging your mentee to strive for challenging goals will boost their confidence, which leads to stronger goal commitment (Locke and Latham, 2002).
Encourage mentees to set specific goals, with specific timelines and specific implementation steps. Talk with them about having a strategy for implementing the IDP. Having a plan for when and how they are going to achieve their goals will increase the likelihood of success (Gollwitzer, 1999).
If your mentee has set a goal that they don't know how to implement, your guidance can be invaluable. If the goal is beyond what you can help with, encourage your mentee to tap other experts, assembling a mentoring team with various perspectives, expertise, and connections.
Consider the difference between learning goals and performance goals. Learning goals aim to develop skills or increase knowledge, and performance goals describe a performance metric to be met. The IDP may be a mix of both types of goals, but if you suspect that a mentee has set a performance goal prematurely when a learning goal may be more appropriate, encourage them to adjust the plan to build basic skills and knowledge first and define performance goals second (Seijts and Latham, 2012).
Support them in prioritizing their identified goals. This includes encouraging mentees to sort through the level of importance and urgency of the goals they have generated.
Talk with your mentees about strategies for combating factors that distract them from carrying out their goals (Gollwitzer, 1999). For example, once your mentee has set a goal and implementation plan, ask them what distractions they imagine could hinder their progress, and then challenge them to describe the specific actions they will take to counteract those distractions.
Be sure that your mentees are allowed to set some – or all – of their own goals. Many programs will choose to structure IDPs around academic learning outcomes or professional competencies, and this is a good approach to making sure that graduate students and postdocs are getting what they came for. However, the IDP process should also give them space to explore and set their own goals.
After you have met with your mentee:
Follow through with what your mentee indicated was their preferred method and frequency for feedback, e.g. monthly meetings to check in on progress. At a minimum, you should talk with your mentee about their IDP once per year.
Additionally, the following faculty members are available to talk with you about their experiences using IDPs:
Dr. Alan Rapraeger, Professor, Department of Human Oncology; Director, Office of Postdoctoral Studies, School of Medicine and Public Health – rapraeger@humonc.wisc.edu
Dr. Zsuzsanna Fabry, Professor, Department of Pathology and Laboratory Medicine; Cellular and Molecular Pathology Graduate Program Chair – zfabry@wisc.edu
Dr. David Wassarman, Professor, Cell and Regenerative Biology; Chair, Graduate Program in Cellular and Molecular Biology – dawassarman@wisc.edu
References: Locke, E. A. & Latham, G. P. (2002). Building a Practically Useful Theory Of Goal Setting And Task Motivation: A 35-Year Odyssey. American Psychologist, 57, 705-717. Gollwitzer P. M. (1999). Implementation intentions: strong effects of simple plans. American Psychologist, 54, 493-503. Seijts G. H., Latham G. P. (2012). Knowing when to set learning versus performance goals. Organizational Dynamics, 41, 1-6.
For principal investigators and program directors of NIH grants
In an effort to better prepare graduate students and postdoctoral scholars for careers in the biomedical workforce, in July 2013, the National Institutes of Health (NIH) issued a notice encouraging NIH grantees to develop an institutional policy requiring an Individual Development Plan (IDP) for every graduate student and postdoctoral scholar on NIH funding. (The NIH issued a revision in August 2014.)
What resources exist to help with this requirement?
The Individual Development Plan webpage (for students) and this KB document (for faculty/staff) describe resources, tools, and workshops aimed at making the IDP process smoother for grad students, postdocs, and mentors.
Suggested text regarding IDPs for NIH progress reports
We offer the following suggested text to address IDP usage in the NIH Research Performance Progress Report (RPPR), section B-4. Individual PIs should feel free to modify the text as needed, and to elaborate on the ways that you are encouraging mentees to utilize IDPs.
The University of Wisconsin–Madison encourages all graduate students and postdoctoral researchers, including those supported by NIH funding, to utilize Individual Development Plans to set academic and career goals and facilitate conversations with their mentors.
The university offers a collection of resources and tools to support mentees, mentors, and PIs in implementing IDPs. These include a UW–Madison IDP template, workshops for mentees, and guidelines for mentors. More information can be found here: https://grad.wisc.edu/professional-development/individual-development-plan/.
Are there tools to help track compliance with the NIH IDP requirement?
If you are supported by NIH funding, your PI will be asked by the NIH to describe IDP use in their NIH Research Performance Progress Reports. The UW–Madison Office of Research Compliance will email you a reminder about this requirement.
The IDP Reporting System is no longer supported and will be taken down on June 1, 2024.
Who do I contact with questions?
Regarding resources, workshops, or website/KB document: Alissa Ewer, Professional Development and Communications, alissa.ewer@wisc.edu.
Additionally, the following faculty members are available to talk with you about their experiences using IDPs:
Dr. Alan Rapraeger, Professor, Department of Human Oncology; Director, Office of Postdoctoral Studies, School of Medicine and Public Health – rapraeger@humonc.wisc.edu
Dr. Zsuzsanna Fabry, Professor, Department of Pathology and Laboratory Medicine; Cellular and Molecular Pathology Graduate Program Chair – zfabry@wisc.edu
Dr. David Wassarman, Professor, Cell and Regenerative Biology; Chair, Graduate Program in Cellular and Molecular Biology – dawassarman@wisc.edu
For grants administrators of NIH grants
As grants administrators, you will be instrumental in ensuring our institution’s compliance with this measure. To support your efforts, the campus has several resources available including IDP templates (described above in the section About the Individual Development Plan).
Should you have any questions or concerns after reviewing this information, please contact:
The National Institutes of Health (NIH) requires PIs’ annual progress reports to include a section on how IDPs are being used to identify and promote the career goals of graduate students and postdoctoral researchers associated with the award. Principal Investigators and/or Project Directors will be responsible for reporting progress on IDPs in Section B-4 of the RPPR.
Suggested text regarding IDPs for NIH progress reports
We offer the following suggested text to address IDP usage in the NIH Research Performance Progress Report (RPPR), section B-4. Individual PIs and grants administrators should feel free to modify the text as needed, and to elaborate on the ways that you are encouraging mentees to utilize IDPs.
The University of Wisconsin–Madison encourages all graduate students and postdoctoral researchers, including those supported by NIH funding, to utilize Individual Development Plans to set academic and career goals and facilitate conversations with their mentors.
The university offers a collection of resources and tools to support mentees, mentors, and PIs in implementing IDPs. These include a UW–Madison IDP template, workshops for mentees, and guidelines for mentors. More information can be found here: https://grad.wisc.edu/professional-development/individual-development-plan/.
Are there tools to help track compliance with the NIH IDP requirement?
If you are supported by NIH funding, your PI will be asked by the NIH to describe IDP use in their NIH Research Performance Progress Reports. The UW–Madison Office of Research Compliance will email you a reminder about this requirement. The IDP Reporting System is no longer supported and will be taken down on June 1, 2024.
What is the university recommendation for IDPs?
The university recommends IDPs for all postdoctoral researchers and graduate students.
The National Institutes of Health (NIH) requires PIs’ annual progress reports to include a section on how IDPs are being used to identify and promote the career goals of graduate students and postdoctoral researchers associated with the award.
As of May 20, 2024, the National Science Foundation (NSF) requires funded graduate students and postdocs to have IDPs. PIs will need to certify in annual and final reports that grad students and postdocs “receiving substantial support from such award [have] developed and updated annually an individual development plan to map educational goals, career exploration, and professional development.”
Who do I contact with questions?
Regarding resources, workshops, or website/KB document: Alissa Ewer, Professional Development and Communications, alissa.ewer@wisc.edu.
For graduate program coordinators
Your role as graduate program coordinator is a pivotal one within your program or department. You may serve as a source of information both for grad students and postdocs, as well as for faculty mentors and PIs.
Are there resources to help me train grads/postdocs about use of IDPs?
Yes. Please encourage your graduate students to attend the Creating an Individual Development Plan workshop hosted each semester. Watch GradConnections Weekly to find the workshop date/time/location, or search the Graduate School events calendar. Additionally, upon request, staff in the Office of Professional Development may be available to visit your program and host the IDP workshop. Contact Alissa Ewer (alissa.ewer@wisc.edu) to inquire about availability.
Are there resources to help me train mentees about the use of IDPs?
Yes. UW–Madison is home to a nationally renowned, evidence-based research mentor training program, which includes guidance on using IDPs. The core research mentor training curriculum, Entering Mentoring, used for this training is designed as a facilitation manual so others can implement the training for their own department or program. Train the trainer workshops are offered locally and nationally to support implementation of the curriculum. You do not need to be an expert on mentoring to host the training. To learn more, contact Christine Pfund (christine.pfund@wisc.edu) or visit the Center for the Improvement of Mentored Experiences in Research website.
Does this only affect those on NIH funding?
No. The university recommends IDPs for all postdoctoral researchers and graduate students.
The National Institutes of Health (NIH) requires PIs’ annual progress reports to include a section on how IDPs are being used to identify and promote the career goals of graduate students and postdoctoral researchers associated with the award.
As of May 20, 2024, the National Science Foundation (NSF) requires funded graduate students and postdocs to have IDPs. PIs will need to certify in annual and final reports that grad students and postdocs “receiving substantial support from such award [have] developed and updated annually an individual development plan to map educational goals, career exploration, and professional development.”
Does the completed IDP need to be submitted to the NIH?
No, the NIH does not require the actual IDP. This document remains private to the grad student or postdoc. The NIH asks that use of IDPs be indicated on the NIH Research Performance Progress Report (RPPR) each year.
What should be submitted in the NIH Research Performance Progress Report (RPPR)?
We offer the following suggested text to address IDP usage in the RPPR, section B-4. Individual PIs should feel free to modify the text as needed, and to elaborate on the ways that you are encouraging mentees to utilize IDPs.
The University of Wisconsin–Madison encourages all graduate students and postdoctoral researchers, including those supported by NIH funding, to utilize Individual Development Plans to set academic and career goals and facilitate conversations with their mentors.
The university offers a collection of resources and tools to support mentees, mentors, and PIs in implementing IDPs. These include a UW–Madison IDP template, workshops for mentees, and guidelines for mentors. More information can be found here: https://grad.wisc.edu/professional-development/individual-development-plan/.
Does the completed IDP need to be submitted to the mentor, PI, or grants administrator?
No, the IDP remains private to the grad student or postdoc. They may choose to share all or part of the IDP but are not required to do so.
Are grad students and postdocs required to use one of the IDP templates referenced above?
No, the UW–Madison IDP template, Imagine PhD, and myIDP are given as three options. Other formats may be just as effective and grad students, postdocs, mentors, and PIs are encouraged to use whatever format best facilitates the professional development of the grad student or postdoc.
Can academic departments modify the IDP or use a different IDP template?
Yes, academic departments may choose to use a different or modified IDP template.
Are other funding agencies requiring IDPs?
The American Heart Association has begun to require applicants to include a completed IDP with fellowship applications; the AHA requires use of the FASEB IDP tool, myIDP.
If you learn of other agencies requiring IDPs, please keep the Graduate School updated; email Alissa Ewer, alissa.ewer@wisc.edu.
Does the IDP requirement apply to AHRQ-funded projects?
The Agency for Healthcare Research and Quality (AHRQ) is an operating division of HHS, as is NIH. Since this is an NIH policy but not an HHS policy, the IDP would not be a requirement for AHRQ projects.
Are NIH-funded graduate students who are in the final semester of their degree programs required to have IDPs?
Yes, regardless of where a graduate student is in their studies, if supported by NIH funds, an IDP is required.
What if a grad student or postdoc doesn't have a mentor?
All graduate students are required to have a faculty advisor; this person may also be their IDP mentor but not in all cases. Most postdocs will have a PI or program director under which they are funded; this person may also be their IDP mentor but not in all cases. The IDP process may be the impetus for graduate students and postdocs to seek additional mentors, offering an advantageous variety of perspectives and guidance.
Can academic departments choose to require IDPs for their students or postdocs, even if they are not NIH-funded?
Yes, and in fact some departments do.
Who is responsible for making sure that NIH-funded graduate students and postdocs have IDPs?
PIs and grants administrators of NIH grants are responsible for ensuring the use of IDPs.
When new NIH-funded graduate students or postdocs start, how long do they have to write their IDP?
This is within the purview of the PI or program to decide, with the expectation that the IDP will be in place within one year for reporting purposes.
