Adviser/Mentor: / Year in Program: / Anticipated Graduation:
Directions
An Individual Development Plan (IDP) is a tool for identifying strengths and areas for improvement, settings goals, and keeping track of progress. An IDP is not meant to replace the progress planning instruments used in a graduate degree program, such as a Plan of Study, or to substitute the input of an adviser or mentor. Instead, an IDP can complement other professional development resources and support systems, while also providing a living document for self-reflection and assessment, career exploration, and career planning. You may use this document on your own, or share it with trusted advisers and mentors.
Section One: Brainstorming
Answer the following questions to reflect on the work that you do now, the skills you have developed, and what you hope to develop as you complete your degree and transition into your desired career path. If you have difficulty answering describing your skills, then take a look at the resources listed in Section Two: Self-Assessment. You may update and revise your answers at any time; this IDP is meant to be a living document.
1. What do you enjoy most about the work you do now, and why? What do you enjoy least, and why?
2. What skills have you developed, and how do you use these skills in your work? What skills would you like to develop, and why?
3. What professional development opportunities does your program provide? What opportunities are you aware of on campus?
4. Think about your career goals for after you complete your degree. What work do you hope to be doing? What do you expect to enjoy most about this work, and what might you enjoy least?
5. Where do you see yourself moving within this career path over a 3-5 year period? What skills and experiences do you expect to need in order to achieve this growth?
Section Two: Self-Assessment
University Career Services provides graduate and professional students with access to several strengths, skills, and values assessment tools.
Focus 2: Focus 2 is as online assessment and career planning tool that UCS provides to students. Focus 2 includes five assessments in the areas of work interests, personality, leisure, values, and skills. You can compare your results with different careers and access information about majors, career paths, and qualifications. Focus 2 is self-paced, although you are welcome to meet with a UCS counselor to discuss your results.
SkillScan: Many UCS counselors have SkillScan resources available. SkillScan activities are interactive and guided by a counselor; the aim of a SkillScan activity is to identify transferable skills, or skill that are applicable across occupations and career paths. SkillScan activities can be helpful as you reflect on your experience and build a vocabulary to market your talents on resumes, in cover letters, or in interviews.
Myers Briggs Types Indicator / MBTI: The MBTI assesses personality type by testing preferences (e.g., introversion/extroversion, thinking/feeling). The MBTI covers 16 personality types, made up of different combinations of preferences. To take the MBTI, contact a counselor at UCS.
Additional assessment tools are online, including Gallup’s Clifton StrengthsFinder. StrengthsFinder assesses your strengths across 34 areas (e.g., gathering information, relating with others, making strategic choices). With the assessment come reports for interpreting strengths and a guide for applying your strengths in daily life. The basic assessment, which determines your Top 5 Strengths, is $15.00 (US currency). Additional assessments are available for purchase. Note: the cost for completing StrengthsFinder is not covered by UCS or the University.
Section Three: Setting Goals
Think about goals to accomplish in the short-term (six months to one year), and/or that relate specifically to strengths you want to grow or develop. Be clear with goals; achieving goals that are vague, imprecise, or indefinite can be difficult. SMART goals are specific steps you plan to take. They are measurable; you can quantify their outcomes or have a way to monitor progress. SMART goals are achievable or feasible given their specificity, measurability, and available time for completion. Set goals relevant to what you hope to accomplish both short-term and long-term. Make your goals time-specific, with dates and times for evaluating progress, making revisions, or completing goals.
A common goal for doctoral students is to make substantive progress on their dissertations. This goal is imprecise, but with adjustment it can become a series of steps that lead to a completed project. define and map what counts as “substantive progress,” and to brainstorm how to go about achieving this progress.
How about this instead: I will write for 2 hours each day on one chapter for my dissertation. Each Saturday I will review my progress for the week and identify specific tasks to complete during my writing blocks for the following week.
In the above, “substantive progress” becomes 2 hours of daily writing, with assessment and further planning at the end of each week. Time spent writing can be measured, and reviewing on Saturday both allows the person to judge progress and have a deadline. The person further specifies their goal by focusing on one chapter of their dissertation, rather than the full project.
Another example: I will explore career options beyond faculty jobs. Again, this goal is indefinite and lacks clarity. “Career options” is broad, and “explore” is vague. The goal also lacks a deadline for completion and/or for assessment.
How about this instead: On Monday and Wednesday mornings this week, I will spend 1 hour researching job postings in human resources management on Indeed.com, and will create a list of requirements and qualifications for positions in this field. Now we have specific actions for “exploring,” and a career path for “career options.” The task is narrowed to determine if this person has the qualifications for this career path. Finally, it is time-bound.
Think about goals that are long-term, which you may need to accomplish to continue your career growth. Long-term goals may be successes you hope to achieve in the years following completion of your degree, and the smaller steps you foresee taking to reach those successes. Again, practice setting SMART goals to reach your long-term potential. A series of short-term goals may help you meet the long-term ones.
Use the following charts to plan goals and monitor progress. One chart is for short-term planning and the other is for long-term planning. Revisit and assess your goals and progress periodically and, if needed, make adjustments.
Short-Term Goals (Related to your Areas for Development)What skills do you want to develop or gain? / How will you develop or gain these skills? / When do you expect to begin? / When do you expect to finish? / Date Completed / Comments / Progress Notes
Long-Term Goals (for Continued Career Growth)
What skills or experiences do you need to reach your 3-5-year growth? / How will you develop or gain these skills or experiences? / When do you expect to begin? / When do you expect to finish? / Date completed / Comments / Progress Notes
Section Four: Additional Resources
Professional and career development resources are offered for graduate students at UNC. Take advantage of these resources as you work toward your degree. You will be able to polish your job search materials as well as learn about different career paths available to you.
Workshops
Workshops are provided by both University Career Services and the Graduate School. Workshop topics include preparing cover letters for academic and industry jobs; formatting CVs and resumes; developing networking and negotiation skills; creating a LinkedIn profile; and exploring job opportunities globally.
Networking and Information Sessions
Events are held throughout the year for graduate students to meet and learn from professionals working in a range of academic and industry positions. Past events have included panels with faculty representing different disciplines and institutions, networking events about careers in the non-profit sector, and information sessions about transitioning into non-academic careers.
Career Fairs
UCS partners with neighboring universities to host an annual Master’s and PhD Career Fair. A “virtual” career fair is open to UNC graduate students in the spring.
Professional Development Courses
The Graduate School offers professional development courses, which students can enroll in through ConnectCarolina. Course topics include developing presentation skills, developing writing skills, research ethics, and building leadership experience.
Practice Interviews
UCS staff are available by appointment to conduct mock interviews. UCS also offers InterviewStream, which allows you to record your interview answers using your webcam. You may share your video with a UCS counselor for feedback.
One-on-One Counseling
UCS staff are available for one-on-one appointments with graduate students. Although all counselors will meet with graduate students, Amy Blackburn is the Senior Assistant Director for Graduate Students and Public Health. Walk-in sessions are available daily, 1:00pm until 4:00pm. During this time, graduate students can meet with a counselor on duty for 10-15 minutes to answer career questions or have their resume/CV reviewed.