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Individual Development Plans (IDPs):

An Underutilized Advising Tool in the

Geosciences

Deborah E. Eason, Department of Earth Sciences, University of Hawai‘i at Mānoa, Honolulu, Hawai‘i 96822, USA, deborahe@hawaii.edu;
Barbara C. Bruno, Hawai‘i Institute of Geophysics and Planetology, University of Hawai‘i at Mānoa, Honolulu, Hawai‘i 96822, USA;
Daniela Böttjer-Wilson, Center for Teaching Excellence, University of Hawai‘i at Mānoa, Honolulu, Hawai‘i 96822, USA

INDIVIDUAL DEVELOPMENT PLANS such as myIDP (http://myidp.sciencecareers their future goals and aspirations and solicit-
Effective mentorship plays an important .org/) for STEM, and ImaginePhD (https:// ing feedback on their plan.
role in student retention and success. www.imaginephd.com) for the humanities Survey results indicate students particu-
However, many faculty lack formal training and social sciences. larly value their interactions with their PD
in mentoring and may not be aware of some While data on IDP effectiveness are mentor, and a majority agreed or strongly
available tools, such as individual develop- sparse and generally based on small sample agreed that completing the IDP helped them
ment plans (IDPs). IDPs have received little sets, initial studies are promising (e.g., Tsai think about their long-term career goals
attention in the geosciences despite their et al., 2018). A 2014 survey of postdocs (Fig. 1). In spite of the time required to com-
growing popularity in other science fields. (Hobin at al., 2014) found relatively low plete and update their IDP on a regular basis,
IDPs are designed to help research train- usage rates but high perceived value among only 16% said they would not recommend an
ees set academic goals, develop professional those who had used IDPs (71% of postdocs, IDP to other students or postdocs, consistent
skills, explore career opportunities, and con- 90% of mentors). with what we hear as facilitators—most find
duct long-term career planning. Originally the process useful and are ultimately glad to
developed to help prepare students for a THE ‘IKE WAI PROJECT have done it. Similarly, 81% of ‘Ike Wai advi-
tightening academic job market (FASEB, Since 2017, we have been piloting a small sors and PD mentors agreed they would rec-
2002), IDPs are also a useful advising tool, IDP program as part of ‘Ike Wai, a multidis- ommend IDPs, with 90% agreeing that com-
highly valued by mentors for facilitating ciplinary research project focused on water pleting an IDP helped students think about
communication and identifying areas for resources and sustainability at the University their academic and long-term career goals
improvement (e.g., Hobin et al., 2014). IDPs of Hawai‘i. Funded by the National Science (GSA Supplemental Data Fig. S1 ).
1
have been gaining popularity at the graduate Foundation’s (NSF) Established Program to While possibly coincidental rather than
and postdoctoral level and were recently fea- Stimulate Competitive Research, ‘Ike Wai causal, we note that the trainees in our IDP
tured by the National Academies of Sciences, (Hawaiian for water knowledge) includes a program have shown exceptional leader-
Engineering, and Medicine (NASEM) in capacity-building initiative to develop a ship, taking on responsibilities beyond that
their new report on effective mentoring diverse local workforce in hydrology and of typical graduate students. Examples
(NASEM, 2019). related fields. IDPs form part of a larger pro- include convening conference sessions and
Developing an IDP is an iterative process fessional development program that includes workshops, requesting representation on the
that includes self-assessment and action holistic mentoring, research training, and project’s leadership committee, mentoring
planning components. IDPs leverage effec- broad skills development. undergraduates, and taking a leading role in
tive practices in goal setting (e.g., Gollwitzer, ‘Ike Wai graduate students and postdocs drafting project reports, planning field-
1999) with a focus on skills development develop their IDP with guidance from both work, and managing lab budgets.
rather than specific performance metrics. their research advisor and an external profes- Alumni report that they value, and con-
Ideally, the mentee obtains guidance and sional development (PD) mentor. The PD tinue to use, the goal-setting skills they
feedback on their IDP from their advisor mentor, a faculty/staff member selected by learned from IDPs. As recent graduate Julie
and/or others. the trainee from outside their discipline, U‘ilani Au wrote, “By setting personal and
Some university departments and even serves as an additional resource and perspec- professional goals for myself, I have been
individual lab groups (e.g., Vincent et al., tive. All parties work together to ensure the able to gain a clear vision of what I want to
2015) have developed their own forms to action plan is both useful and realistic. We do with my time and my career. Whenever I
guide this process. For those interested in emphasize that completing an IDP is a feel overwhelmed or confused, I think back
more extensive career exploration tools, there trainee-driven process—they are ultimately to the IDP structure and make goals that I
are also several free online IDP platforms, responsible for defining and communicating can hold myself accountable to.”

GSA Today, v. 30, https://doi.org/10.1130/GSATG3GW.1. Copyright 2020, The Geological Society of America. CC-BY-NC.
1 Supplemental Material: Additional program information and implementation details, advisor/mentor survey results, and a copy of the basic IDP template used in the ‘Ike
Wai project. Please go to https://doi.org/10.1130/GSAT.S.12130890 to access the supplemental material, and contact editing@geosociety.org with any questions.

34 GSA Today | July 2020