Yearly Planning Meetings: Individualized Development Plans Aren’t Just More Paperwork

Vincent, Ben J.; Scholes, Clarissa; Staller, Max V.; Wunderlich, Zeba; Estrada, Javier; Park, Jeehae; Bragdon, Meghan D. J.; Rivera, Francheska Lopez; Biette, Kelly M.; DePace, Angela H.

doi:10.1016/j.molcel.2015.04.025

Cited by 23 publications

(31 citation statements)

References 5 publications

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“…Goal setting is recognized as a critical step in achieving one's objectives in the work environment [19] and increasingly expected in the academic environment [9,[20][21][22]. The use of IDPs as a formal tool to communicate career objectives between mentors and mentees is also increasing in academic settings [23], particularly with the National Institutes of Health 2014 [24] policy requiring IDPs for funded trainees.…”

Section: Initiative Ii: Career Development Planning Organized By the Mamentioning

confidence: 99%

Building a comprehensive mentoring academy for schools of health

Schweitzer

Rainwater

Ton

et al. 2019

J. Clin. Trans. Sci.

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Formal mentoring programs are increasingly recognized as critical for faculty career development. We describe a mentoring academy (MA) developed for faculty across tracks (i.e., researchers, clinicians, educators) within a “school of health” encompassing schools of medicine and nursing. The program is anchored dually in a clinical and translational science center and a school of health. The structure includes the involvement of departmental and center mentoring directors to achieve widespread uptake and oversight. A fundamental resource provided by the MA includes providing workshops to enhance mentoring skills. Initiatives for junior faculty emphasize establishing and maintaining strong mentoring relationships and implementing individual development plans (IDPs) for career planning. We present self-report data on competency improvement from mentor workshops and data on resources and barriers identified by junior faculty (n = 222) in their IDPs. Mentors reported statistically significantly improved mentoring competency after workshop participation. Junior faculty most frequently identified mentors (61%) and collaborators (23%) as resources for goal attainment. Top barriers included insufficient time and time-management issues (57%), funding limitations (18%), work–life balance issues (18%), including inadequate time for self-care and career development activities. Our MA can serve as a model and roadmap for providing resources to faculty across traditional tracks within medical schools.

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Section: Initiative Ii: Career Development Planning Organized By the Mamentioning

confidence: 99%

Building a comprehensive mentoring academy for schools of health

Schweitzer

Rainwater

Ton

et al. 2019

J. Clin. Trans. Sci.

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show abstract

“…These are critical factors in being able to effectively engage in and benefit from robust mentoring relationships. Some tools have emerged which are intended to facilitate strategic self-assessment, including versions of an individual development plan (IDP; Clifford, 2002;Vincent et al, 2015). The use of IDPs in particular has been supported as critical for promoting structured bilateral conversations between mentors and mentees (Faber, 2015;Vincent et al, 2015).…”

Section: Self-reflectionmentioning

confidence: 99%

Mapping a Mentoring Roadmap and Developing a Supportive Network for Strategic Career Advancement

Montgomery

2017

SAGE Open

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This article presents a proactive, individual-centered mentoring model which meets a recognized need for defined, practical methods for supporting comprehensive career planning and strategic development grounded in personal career aspirations. The developed model consists of a mentoring roadmap charting process and construction of a developmental mentoring network based on an integrative literature review of successful mentoring practices and adaptation of tested methods for retrospective analyses of effective mentoring. The mentoring roadmap concept encompasses the following steps: (a) selfreflection, (b) establishment of mentor-mentee relationship(s), (c) maintenance of mentoring relationships, and (d) advancing in mentoring relationship(s). To support strategic advancement along a defined mentoring roadmap and toward attainment of individual goals, the identification and cultivation of a broad collection of mentoring resources or mentors (i.e., nodes) and the relationships (i.e., edges) which connect these nodes in an effective mentoring network topology are discussed. The mentoring roadmap and network model is proposed as complementary to top-down or formal organizational mentoring interventions and as effective for short-and long-term career development planning as a self-guided assessment or mentorengaged tool to support individuals seeking mentoring.

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“…Also in 2014, a survey of over 200 postdoctoral researchers found that 19% of respondents used the IDP with 71% of those users finding it valuable 4 . The IDP has been suggested to be capable of, for example, enhancing the structure of a training environment, facilitating better communication between mentees and mentors, aiding in identifying and pursuing career paths, guiding the identification of skills and knowledge gaps and creating action plans for addressing such gaps 4 , 8 – 10 . IDPs are suggested to be a staple career development activity for PhD trainees, especially related to supporting trainees’ preparation for and decisions in navigating a diverse job market 11 .…”

Section: Introductionmentioning

confidence: 99%

Use and effectiveness of the Individual Development Plan among postdoctoral researchers: findings from a cross-sectional study

Vanderford

Evans²,

Weiss

et al. 2018

F1000Res

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The individual development plan (IDP) is a career planning tool that aims to assist PhD trainees in self-assessing skills, exploring career paths, developing short- and long-term career goals, and creating action plans to achieve those goals. The National Institutes of Health and many academic institutions have created policies that mandate completion of the IDP by both graduate students and postdoctoral researchers. Despite these policies, little information exists regarding how widely the tool is used and whether it is useful to the career development of PhD trainees. Herein, we present data from a multi-institutional, online survey on the use and effectiveness of the IDP among a group of 183 postdoctoral researchers. The overall IDP completion rate was 54% and 38% of IDP users reported that the tool was helpful to their career development. Positive relationships with one’s advisor, confidence regarding completing training, trainees’ confidence about their post-training career, and a positive experience with institutional career development resources are associated with respondents’ perception that the IDP is useful for their career development. We suggest that there is a need to further understand the nuanced use and effectiveness of the IDP in order to determine how to execute the use of the tool to maximize trainees’ career development.

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Yearly Planning Meetings: Individualized Development Plans Aren’t Just More Paperwork

Cited by 23 publications

References 5 publications

Building a comprehensive mentoring academy for schools of health

Building a comprehensive mentoring academy for schools of health

Mapping a Mentoring Roadmap and Developing a Supportive Network for Strategic Career Advancement

Use and effectiveness of the Individual Development Plan among postdoctoral researchers: findings from a cross-sectional study

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