Appendix 5A: CREATING AN INDIVIDUAL DEVELOPMENT PLAN (SHORT FORM)
Making the most of your graduate or postdoctoral experience
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Setting goals can help you be more intentional about the experiences you have in your
training, and can provide key steps to head you in the right direction. The best goals are
SMART: specific, measurable, achievable (actionable), relevant, and timely. They should
also be aspirational, and move beyond merely a “to-do” list that becomes burdensome. Do you
have role models? How did they get to where they are? Who do you want to become? Where
do you see yourself heading? What experiences will help you get there?
1. Perform a self-assessment: What are your current skills, knowledge areas, talents,
strengths, and passions and what do you see as your future direction? Think about what
kind of contribution you want to make and what kinds of problems you want to solve. The
AAAS has an on-line tools to help with self-assessment: http://myidp.sciencecareers.org
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2. Identify areas for growth: In what areas do you want to grow or develop further
over the next year? What are your areas of weakness and what do you need to do to
strengthen them? Focus on areas that will help you get where you want to be in the longer
term.
3. Define SMART goals: In setting goals, consider what is possible, and even what is
audacious. What aligns with your vision, values and commitments? If you are searching
for areas in which to focus your energies, reflect on your various activities, role models and
heroes. What do you wish you knew more about, had the capacity for, or aspire to? What
concrete actions and experiences will help you get there? What would you do if you were
10% braver? Where do you get energy and satisfaction in your work and in your life? How
can you cultivate more of that?
4. Choose a mentor: Choose someone to talk with about your goals and progress on a
regular basis. It could be your mentor/supervisor, another faculty member, department
chair, or a peer at a more advanced stage. Set up a schedule for these conversations. Being
accountable to others can help you stay focused on your goals when new tasks and
opportunities arise.
5. Decide on an assessment timeline: Identify points in time (once a month? every
three months?) to assess your progress on achieving your goals. How will you measure
progress? What new goals do you need to set? If you are not making sufficient progress on
your goals, why not? Is something getting in the way, or is it the wrong goal for right now?
Re-commit to your goal, adjust your strategy, or release your goal and start again if it is not
working for you.
6. Keep your goals visible: How you manage your goals will be personal. Map out
your goals and intentions for the year and post them where you can see them regularly.
Keep your goals in your notebook or calendar to check on a weekly basis. Tape them above
your desk or lab bench. Send yourself electronic reminders. The important thing is to
choose a method that works for you that will motivate you and feel satisfying, and not just
be another task on the to-do list.
It may be helpful to consider goals in the three areas below: (each illustrated with examples
of goals)
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Adapted from the UW Graduate School Individual Development Plan.
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The AAAS has developed an exceptional and vetted tool for IDPs in the sciences (myIDP). You
may want to use this tool for your entire IDP plan. The self-assessment section is excellent and provides a
print out of skills and interests that can be used to plan or share with others.
