INDIVIDUAL

DEVELOPMENT
PLAN
(IDP)
AGENDA
 IDP plan and process
 What is Individual Development Planning?
 Reasons to develop IDPs?
 Supervisor Role
 Employee Role
 Planning and Preparation
 Drafting the IDP
 Preparing the Final IDP
 Follow-Up Actions
 Target Grade IDP
 How Can We Fill the Gaps?
 IDP plan and process
 Joint effort between supervisor and employee in
assessing the employee’s skills and expertise in relation
to current or future job requirements and then identifying
appropriate training and other developmental activities.

 Gives the supervisor/employee team an opportunity to

develop a strategy for achieving both organizational and
personal developmental goals.

 Provides the supervisor a valuable tool for future

organizational requirements.
 What is Individual Development Planning?

 A process for identifying work experience,

education, and other activities that contribute to
improved job performance and self development of
an employee.

 This deliberate planning process provides a good

framework for development discussions between
employee and supervisor.

 The ideal Individual Development Plan (IDP)

should be realistic enough to provide employees
with opportunities to advance to the highest levels
of their abilities.
 Reasons to develop IDPs?
 As a result of changes in mission, policies, programs or
procedures.

 To keep abreast of new technology.

 As a result of the assignment of new duties and

responsibilities, including new hires and permanent
employees that accept a new position.

 To improve or maintain proficiency in the present job.

 In support of individuals who have been hired below the

target grade and require knowledge, skills, and abilities
to be promoted to full grade.
 Supervisor Role
The supervisor is essential in the development of the
employee!

 Provides performance feedback on strengths and/or weaknesses

within the current position.

 Helps assess advancement potential and qualifications for other

more challenging positions.

 Provides funding and training opportunities if funds are available,

and supports training and development activities.

 Acts as a resource and referral for exploring career development

options.

 Is a mentor and coach.

 Employee Role
Is expected to actively engage in the education and
development process by planning goals for the next one to
three years and methods to accomplish the plan!

 Assessing existing skills, competencies, and interests by

using any reliable 360-degree assessment tool that will
give perspective from peers, customers, supervisor, and
HR support staff.

 Setting goals and objectives that will enhance the career

as well as benefit the organization.

 Draft the initial IDP.

 Planning and Preparation
The supervisor’s role is to prepare the groundwork
for a realistic and worthwhile IDP by beginning with
fundamental planning and preparation.

 Explain the IDP process to the employee, starting with the employee’s role
and then the supervisor’s role.

 Discuss with the employee his or her strengths and weaknesses in

performing the current work assignment.

 Identify any specific gaps between the employee’s current competencies

and those required to perform in the current work assignment or the
performance plan.

– Identify the training and education activities that will address these gaps.

– Establish a schedule of the activities in priority order.

 Supervisor’s Role in Planning and
Preparation Cont
 Include options to accomplish the desired goals such as:

– Formal training.

– On-the-job training or coaching by the supervisor or another expert worker.

– New or increased level of responsibility through job enrichment.

– Provide cross training opportunities.

 Provide information on career planning and counseling resources, if the

employee requests these services.

 Give the employee a copy of the IDP form and instructions for completing
the plan.

 Assist the employee with setting a deadline for completing the draft IDP.
 Drafting the IDP
The employee’s role is to draft the IDP with advice
and guidance from the supervisor!
 The employee should:

– Assess his or her existing competencies and interests.

– Identify KSAs or competencies for personal growth and career

enhancement that the employee plans to develop in the
upcoming performance cycle.

– Research and identify proposed learning experiences that

address the desired KSAs or competencies.

– Draft an IDP proposing and scheduling the designated learning

activities.
 Drafting the IDP Cont
 The supervisor’s role is to review the
employee’s draft IDP and make sure:
– The desired training the employee has outlined is
realistic, considering the organization’s needs, budget
and human resources.

– Courses of instruction are the best possible options

for the employee’s educational needs, and meets
statutory and regulatory requirements of the position.

– Desired training identified and the schedule for each

should allow the employee to continue to satisfactorily
perform their fair share of the workload and duties.

– Courses of training are available as scheduled.

 Preparing the Final IDP
The supervisor and employee work together to make
the final document as practical, useful and beneficial
to the employee, as well as the organization.
 Meet to discuss the draft IDP and come to an agreement on the
employee’s needs, learning experiences and schedule of activities that will
be included in the final document.

– Establish an agreeable date when the employee will have the final IDP
completed.

– Supervisor review (for any required changes) and approve the IDP.

– Supervisor submits completed IDP to the Human Resource

Development Section for review and approval before it becomes the
official document for the employee.

– Schedule periodic meetings together for the purpose of checking

progress on completing the activities as written in the IDP.
 Follow-Up Actions
 Supervisor reviews the IDP and incorporates IDP
counseling sessions into the regular performance
appraisal cycle.
 Together, supervisor and employee should review the
IDP no less than twice yearly to provide close continuity
with the budget process and allow for revisions and re-
development of the schedule of plans based on
changing mission, technology and personal career
goals.
 Supervisors and employees must ensure that each
event of training and education for the employee is
documented in the Supervisor Record Folder and copy
of certificates forwarded to the HRDS for input into
DCPDS.
 Target Grade IDP
 The IDP is required for Target Grade promotion.
A copy of the completed IDP and all training
support documentation must be sent to the
JFHQ/J1-HRO (HRDS).
 Once the employee completes the mandatory
training requirements, he or she is eligible for
promotion.
 It is the supervisor’s responsibility to ensure that
the SF-52, completed IDP, and all supporting
documentation is sent to the JFHQ/J1-HRO
(Technician Staffing) NLT two weeks prior to the
effective date of promotion. Promotions are not
automatic.
How Can We Fill the Gaps
 Types of Formal Training
 Budget Course – Learn how to develop an operating
budget for a field-level activity or organizational unit.

 Fiscal Law – “Government Contract Law.”

 Instructor/Facilitator Course - Develop your own style

of facilitation by learning group dynamics and strategic
management of decision making and problem solving.

 HAZMAT - Pertains to the transportation of hazardous

items and materials.
 Types of Formal Training
 NGB Supervisors Course – Learn the current policies
and procedures that govern every facet of human
resources management for the National Guard.
Mandatory for all new supervisors.

 CSRS & FERS Seminars – Retirement planning.

 New Employee Orientation Course – Mandatory

training for all new hires.

 ARNG Basic Human Resources and Admin Course –

This course is designed for administrative clerks and
NCO’s.
 Web Sites for Formal Training

 ATRRS and PEC - https://atrrs.army.mil/

– PEC school code – 922

– RTI CRTC for Combat Life Saver, TAITC, OCS & WOCS - 997

 Global Knowledge -
http://www.globalknowledge.com/?gclid=CNTz2b7E
x5ICFQG5PAod90X1KA
 Web Sites for Formal Training

 OPM - Human Resource Training and Leadership Management

Training http://www.opm.gov/

 American Management Association - Management,

Leadership, Supervisory & Communication
http://www.amanet.org/

 Linkage Incorporated – Change Management, Mentoring &

Coaching, and Leadership & Management Skills
http://www.linkageinc.com/

 American Society for Training & Development – Instruction,

Facilitation, Human Resources, Coaching & Consulting
www.astd.org
 Web Sites for Computer Based Training
(CBT)

 Army Knowledge Online and the Army e-Learning

Program - Over 2,600 courses in IT, Business,
Leadership, Self-Development and Rosetta Stone
foreign language Courses www.us.army.mil/

 Combat Readiness University-II – OSHA, Safety &

Risk Management
https://crc.learn.army.mil/webapps/portal/frameset.js
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 Air Force Formal Training

 In part II of the Career Field Education and

Training Plan (CFETP), at the very end, there is
a list of advanced courses that are related to the
employee’s AFSC.

 To find out more information about the different

courses, go to the below link and search for the
course. https://etca.randolph.af.mil/
 Web Sites for CBT Training

 Defense Acquisition University – USPFO employees

http://www.dau.mil/default.asp

 Army Correspondence Course Program (ACCP) – All

major career fields and disciplines
http://www.atsc.army.mil/

 US Army Reserve Virtual University – Leadership,

Management, Military Training, Mobilization,
Medical, Family Readiness and Retention
https://port1.dcmsnet.org/dcmsvc/default.asp
Web Sites for CBT Training
Air Force ITE-Learning
 Air Force personnel worldwide have access to over 4,000 courses that
can be accessed anywhere and anytime. www.my.af.mil

 IT Skills and Certification Library: More than 2,800 course titles

from software development, operating systems, and server
technologies.

 Business Skills Library: More than 1,600 courseware and simulation

titles encompassing professional effectiveness,
management/leadership, project management, finance, human
resources, and much more.

 Books 24x7: Electronic book service which gives it’s employees access
to more than 6,000 reference books, text books, IT and business
books, and much more.
 Professional Education
Air Force Virtual Education Center (AFVEC).

– Is found on the Air Force Portal.

– AFVEC allows you to manage your education

record.

– It allows Airman to request tuition assistance,

view and search degree programs with various
colleges, look at their education record, and
manage their career. https://www.my.af.mil/
 Professional Education
Community College of the Air Force (CCAF)

– CCAF awards Associates in Applied Science (AAS)

degrees in 67 degree programs.

– CCAF is basically a free AAS degree.

– To learn more about CCAF visit

http://www.au.af.mil/au/ccaf/
 Review
 What is an IDP? A process for identifying work
experience, education, and other activities that
contribute to improved job performance and self
development of an employee.

 Roles for developing the IDP both supervisor and

employee.

 How to close the gap by Identify the training and

education activities.
QUESTIONS ON
INDIVIDUAL
DEVELOPMENT
PLANNING???