Individual Development Plan Faculty FAQs

The Individual Development Plan (IDP) is a planning roadmap customized for each trainee’s developmental stage and goals. It includes an assessment of skills and progress, goals, action items, and guides your planning meetings with your students.

The IDP:

• Establishes a foundation for a solid working relationship with your students
• Sets clear expectations
• Assesses progress, skills and developmental needs
• Sets scientific, academic and professional development goals and action plans for achieving them
• May smooth or shorten the path to completing the PhD and/or publishing a high-impact paper

The new NIH policy states that

NIH encourages institutions to develop Individual Development Plans (IDPs) for graduate students and postdoctoral researchers (including scholars, trainees and fellows, and individuals in other postdoctoral positions) supported by NIH awards by October 2014. The IDPs should be broadly implemented for all graduate students and postdoctoral researchers supported by NIH . . . .

[As of] Oct. 1, 2014 . . . NIH will begin to encourage grantees to report the use of those IDPs on the progress report, regardless of the type of NIH grant that is used for support.

Although not yet a formal NIH requirement, those who don’t adopt the IDP locally now are likely to be at a disadvantage at their next competitive review. Note that this new policy applies to all trainees supported by NIH funds, whether training grants, RO1s or other.

Yes. The new process builds upon what you have already been doing in order to ensure all PhD candidates in the Biosciences have up-to-date IDPs and at least one planning meeting annually focusing on their developmental goals. Stanford’s formal IDP program and policies

• ensure regularity and uniformity of the progress review and discussion topics for all trainees
• satisfy the new NIH policy encouraging broad implementation of a structured IDP program
• provide an auditable trail that minimizes the burden on Principal Investigators

NIH encouragement of a broadly implemented IDP program seems to imply that non-compliant trainees and PIs jeopardize funding for all NIH grants, not just the grants supporting those non-compliant researchers. A uniform, systematic process with common deadlines will make it easier to identify PhD candidates who have not met the Biosciences requirements and NIH expectations.

Yes. Both students and faculty face adverse consequences in that failure to complete the IDP process by the designated deadlines will

• jeopardize Stanford’s competitiveness for NIH funding; and
• incur a hold on student registration.

That the new NIH policy “encourages” a broadly implemented IDP program suggests the possibility that non-compliant trainees and PIs may jeopardize all NIH funding at Stanford, not just the grants supporting those researchers.

The IDP meeting verification step, created in anticipation of potential future NIH audits of Stanford’s compliance to the IDP policy, will be used to remind non-compliant advisors and students to complete their annual IDP requirements.

No. The IDP forms were intensively vetted with faculty and students, and approved by the Committee on Graduate Admissions and Policies (CGAP). They comprehensively and consistently address important topics related to trainee progress, goals and development. These IDP forms are to be used by all Biosciences PhD candidates and advisors. Any additions or alternatives to these forms must be approved by a subcommittee of the Committee on Graduate Admissions and Policies before being adopted.

The IDP and related planning meetings will mostly occur during Summer, according to this timeline. The deadline for holding and verifying the meeting to discuss the IDP is August 1.

Ideally, yes. However the IDP is considered the student’s personal document, intended to prompt self-reflection and provide a clear, comprehensive framework for his/her meeting with you. Though best practices would be for the student to share the completed IDP with you before (ideally) or during your planning meeting, this is not a strict requirement. Students are not obligated to show you their IDPs or leave copies with you, but are strongly encouraged to use the IDP to guide this important conversation.

More importantly, however, an unwillingness to share the IDP with one’s advisor likely reflects deeper issues in your advisor/trainee relationship pertaining to trust, respect and open communication. The IDP meeting is an opportunity to ask the student what is behind the unwillingness. You might say, “I noticed you do not feel comfortable sharing your IDP with me. What would need to be different between us for you to feel more comfortable about this?”

To see the questions and areas covered by the downloadable and fillable IDP forms, see the IDP Forms page.

Ideally, your students will share their completed IDPs with you to review and prepare comments before the planning meeting. If they have not, you can get a preview of the areas covered by the IDP discussion by looking yourself at the downloadable IDP forms. It may help to think about your student’s progress, competencies and areas for improvement in light of his/her scientific and professional goals. You might also review the resources listed below for any that are relevant for your advisee’s needs.

Using the completed IDP as a guide, students are encouraged to lead the discussion of their self-assessment, goals and plans. In this way, students are empowered to take ownership of their training and professional development. You will add your perspective, and the two of you will work collaboratively to identify specific actions and resources to help your student achieve his/her academic/professional goals.

Honest, constructive feedback and supportive coaching are important during this training period. The IDP form methodically identifies specific weaknesses and prompts discussion on how to improve.

In this case, you can

• encourage students to develop a professional network that includes individuals in the areas of their interests, especially with alumni/ae from their program
• recommend students find a second mentor in their field of interest and/or
• refer students to counselors and resources at BioSci Careers
• encourage students to explore the varied career development resources also available through the Vice Provost of Graduate Education office

Each individual has their own goals, ideas, values, and circumstances. The right path for one person is not necessarily the right path for another. Bioscience Ph.D. training provides outstanding preparation for careers in many different fields, including teaching, pharmaceutical research, biotechnology, law and regulatory issues, or government and non-profit policy groups. The scarcity of faculty positions relative to the supply of PhD’s means that most of our students will in fact take non-academic paths. Both students and faculty should be aware of a diversity of future career options, and the existence of a variety of Stanford programs to help students explore their choices (see links below).

Planning meetings are documented to

• ensure that all trainees have at least one planning meeting per year that focuses on their academic/professional development;
• comply with the practice that NIH is currently “encouraging” be completed by October, 2014 and
• anticipate a criterion that will likely affect future funding decisions

Stanford’s IDP process provides an auditable trail and reporting structure that minimizes the burden on Principal Investigators.

After the planning meeting, students will record the date the meeting occurred via an online form. You need only respond to the subsequent email to confirm the IDP meeting took place. You will receive an email from “stanford biosciences (stanford.biosciences@gmail.com) in the following 24 hours asking to you to verify that you met to discuss the IDP.

First-year students should complete the documentation within 30 days of joining their thesis lab; all other PhD students by August 1.

The IDP and your discussions remain private between you and your student. (Students are encouraged to share their IDPs with their thesis committees and/or secondary mentors as well.) The meeting verification form records only the date the meeting occurred; the completed IDP and discussions remain private.

The Office of Graduate Education administers the IDP meeting verification system, including confirmation and follow-up emails and necessary reporting. OGE sees only the student’s identifying info, advisor name and email, the date the meeting occurred, and the advisor’s confirmation of the date. The content of your IDP and your discussions are not documented; they remain private between student and advisor.

Formal IDPs and planning meetings are important:

• They are vital to making the most of graduate training.
• They are also a Biosciences requirement and may impact NIH funding decisions.

You share responsibility with your student to meet and discuss the IDP before the deadline. You can hold your IDP and planning meetings anytime between October 1 and the August 1 deadline. Consider holding your planning meeting by phone or video conference, if necessary. Failure to discuss the IDP by the deadline may endanger Stanford’s ability to receive NIH training and research grants.

Absolutely yes. In this competitive funding environment, training grant applications that do not explicitly include the use of IDPs are not likely to be funded. Furthermore, NIH policy states

“Training grant recipients that use the PHS2590 progress report should include information to document that IDPs are used to help manage the training for graduate student and postdoctoral researchers in the progress report under 5.1.6 Progress Report Summary, A. Training Program.”

We strongly recommend inclusion of language similar to the following in ALL individual and institutional training grant proposals and progress reports:

“Stanford has a structured, systematic Individual Development Plan (IDP) program in place for all postdocs and all Bioscience PhD candidates. The IDP program was developed through extensive consultation with multiple groups of faculty, students and staff. Standardized IDP forms, specifically tailored to each stage of a trainee’s progress through graduate school and postdoctoral training, comprehensively assess each trainee’s academic, professional and career progress, and create a clear action plan toward achieving goals and milestones in those areas. The IDP forms for postdoctoral fellows have been in place at Stanford for several years; those for PhD candidates were “beta-tested” throughout 2013 and the final versions have been very well received by all stakeholders.

Stanford has instituted a policy requiring all Bioscience PhD candidates to annually update their IDPs and meet at least once annually with their advisors to discuss their progress, set professional development goals and develop action plans. The policy is supported by faculty, staff, curriculum, and resources specifically designated to assist trainees and faculty with their IDPs and professional development discussions. Stanford has implemented a tracking system to ensure every NIH-supported Bioscience PhD candidate completes an IDP and meets at least once annually to discuss it. The IDPs for postdoctoral fellows are currently strongly recommended and a proposal to require this by October, 2014, is currently being considered by the University leadership.”
(March 2014)

Absolutely yes. NIH policy now states that as of Oct. 1 2014,

NIH will begin to encourage grantees to report the use of those IDPs on the progress report, regardless of the type of NIH grant that is used for support…. Grantees are encouraged to report the use of IDPs in RPPR Section B. Accomplishments, Question B.4 for all graduate students and/or postdoctoral researchers reported in Section D. Participants or on a Statement of Appointment Form (PHS2271).

We anticipate failure to do this could well affect the priority score assigned to a grant.

We strongly recommend inclusion of language similar to the following:

“Stanford has a structured, systematic Individual Development Plan (IDP) program in place for all postdocs and all Bioscience PhD candidates. The IDP program was developed through extensive consultation with multiple groups of faculty, students and staff. Standardized IDP forms, specifically tailored to each stage of a trainee’s progress through graduate school and postdoctoral training, comprehensively assess each trainee’s academic, professional and career progress, and create a clear action plan toward achieving goals and milestones in those areas. The IDP forms for postdoctoral fellows have been in place at Stanford for several years; those for PhD candidates were “beta-tested” throughout 2013 and the final versions have been very well received by all stakeholders.

Stanford has instituted a policy requiring all Bioscience PhD candidates to annually update their IDPs and meet at least once annually with their advisors to discuss their progress, set professional development goals and develop action plans. The policy is supported by faculty, staff, curriculum, and resources specifically designated to assist trainees and faculty with their IDPs and professional development discussions. Stanford has implemented a tracking system to ensure every NIH-supported Bioscience PhD candidate completes an IDP and meets at least once annually to discuss it. The IDPs for postdoctoral fellows are currently strongly recommended and a proposal to require this by October, 2014, is currently being considered by the University leadership.”
(March 2014)

Yes, you will follow substantially the same process. Please consult the Office of Postdoctoral Affairs website for the forms, process details and deadlines relevant for postdocs.

• Biosciences Student Development Guide – excellent compilation of academic, professional and career development resources at Stanford
• MyIDP – excellent tool and worksheets for planning science careers

• Advisor, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering by NAS, NAE & Institute of Medicine.
• The Mentor’s Guide: Facilitating Effective Learning Relationships by Lois Zachary. Career Library.
• On Being a Mentor: A Guide for Higher Education Faculty by W. Brad Johnson
• Mentoring and Diversity in Higher Education by Henry Frierson.
• Vanderbilt Professor’s Guide to Mentoring – good bibliography.
• Univ. of Washington Professor’s Guide to Mentoring
• Council of Graduate Schools – mentoring topics for each stage of training
• Nature’s Guide for Mentors June 2007

• Beyond the Beakers: SMART Advice for Entering Graduate Programs in the Sciences and Engineering by Gayle Slaughter. Career Library
• The Art of Being a Scientist: A Guide for Graduate Students and Their Mentors by Roel Snieder and Ken Larner.
• The Chicago Guide to Your Career in Science: A Toolkit for Students and Postdocs by Victor Bloomfield.
• BIOS mini-courses

General Communication

Hume Center for Writing and Speaking – courses, workshops and tutors to improve writing, public speaking and presentation skills for undergrads, graduate students and instructors.

Center for Teaching and Learning

• ORALCOMM 219: Oral Communication for Graduate Students (Summer Quarter)

Vice Provost for Graduate Education

• Communication Matters – oral communication
• Turbo Charge Your Writing

Communicating Science

INDE 234: Introduction to Writing Research Proposals (Spring Quarter)

HRP 214 Scientific Writing (Winter Q)

Dissertation Bootcamp

Graduate Writing Workshops – “Writing Research Statements,” “Effective Multimedia Presentations”

Stanford Research Communication – IRite, ISpeak course to clearly and concisely convey research to both expert and non-expert audiences

Science Posters: Best Practices workshop

Designing Effective Scientific Presentations (video)

A Little Book on Teaching: A Beginners Guide for Educators of Engineering and Applied Science by Steven Barrett.

ENGLISH AS A SECOND LANGUAGE

English for Foreign Students – Testing, screening and English courses and individual tutoring to improve written and spoken English for non-native speakers.

Bechtel International Center – ESL courses and conversational English

Vice Provost for Graduate Education

• Leadership Labs
• Management Matters
• Negotiation Matters

Vice Provost for Graduate Education

• Emotional Intelligence
• Quick Bytes – lunchtime topics on academic, professional and career development

ENGR 311B: Designing the Professional (Spring Quarter)

Managing Projects Large and Small (Harvard Business Essentials). Career Library.

Stanford Biodesign – Biodesign Network, Fellowships, community, networking, resources and facilities for biomedical innovators

Stanford Ignite – Stanford GSB faculty lead project-based mini-course on bringing concepts to commercial reality

StartX – community, resources, inspiration, mentoring and funding for entrepreneurs

Curricula for Careers in Academia

• Career Foundations: Academia (September panel)
• INDE 231A: Career Transitions: Academia (Fall Quarter)
• INDE 231B: Career Prep & Practice: Academia (Spring Quarter)
• SOMGEN 239: Preparation and Practice for Biotechnology Business and Finance
• SOMGEN 211: Preparation and Practice for Science Policy
• SOMGEN 208: Preparation and Practice for Law
• HRP 271: Preparation and Practice for Science Communication and Media

Biosciences Internship Program
Biosciences Event Calendars – speakers, professional development and career development events

Biosciences Internship Program

BioSci Careers Discussion Groups

• Curiculum
• Connections
• Couseling

• VPGE Career Development
• Academic Chats
• Alternatives To Academic Careers (Alt Ac) Speaker Series’
• Leadership Dinners
• WISE and WISSH Groups for Women

• Stanford Biodesign – Biodesign Network, Fellowships, community, networking, resources and facilities for biomedical innovators
• Stanford Ignite – Stanford GSB faculty lead project-based mini-course on bringing concepts to commercial reality
• StartX – community, resources, inspiration, mentoring and funding for entrepreneurs

• Career Foundations: Academia (September panel)
• INDE 231A: Career Transitions: Academia (Fall Quarter)
• INDE 231B: Career Prep & Practice: Academia (Spring Quarter)
• SOMGEN 239: Preparation and Practice for Biotechnology Business and Finance
• SOMGEN 211: Preparation and Practice for Science Policy
• SOMGEN 208: Preparation and Practice for Law
• HRP 271: Preparation and Practice for Science Communication and Media