Document Type
OtherPublication Date
2024-06-21Keywords
Individual Development Plancareer development field
graduate/postdoctoral career development
Metadata
Show full item recordAbstract
The Individual Development Plan for Career Development Professionals is an IDP worksheet to guide individuals who are pursuing careers in graduate/postdoctoral career development through the process of creating their own IDP. The worksheet is designed as an IDP tool for all career levels, including those preparing to enter this field, practitioners seeking to grow within their current positions, or those looking to advance or pursue a career transition. The tool includes prompts to guide one through exercises that help one assess their skills, values, interests, progress and growth; set goals and define an action plan; and consider the resources, mentorship, and community that they may need to help develop a fulfilling career. Though designed for professionals in the career development field, this tool may also be helpful for those in other academic administration or education roles. This tool was designed by members of the Professional Development Committee of the Graduate Career Consortium, an international member organization to help individuals advance the field of graduate and postdoctoral career and professional development.Source
Individual Development Plan for Career Development Professionals, Graduate Career Consortium, 2024. DOI: https://doi.org/10.13028/9rww-s407DOI
10.13028/9rww-s407Permanent Link to this Item
http://hdl.handle.net/20.500.14038/53514Rights
Copyright © 2024 Graduate Career Consortium. This document is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which permits unrestricted use, distribution, and reproduction in any medium non-commercially, provided the original author and source are credited.; Attribution-NonCommercial 4.0 InternationalDistribution License
http://creativecommons.org/licenses/by-nc/4.0/ae974a485f413a2113503eed53cd6c53
10.13028/9rww-s407
Scopus Count
Collections
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Copyright © 2024 Graduate Career Consortium. This document is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which permits unrestricted use, distribution, and reproduction in any medium non-commercially, provided the original author and source are credited.
Related items
Showing items related by title, author, creator and subject.
-
Development and implementation of an objective structured teaching exercise (OSTE) to evaluate improvement in feedback skills following a faculty development workshopStone, Sarah L.; Mazor, Kathleen M.; Devaney-O'Neil, Sarah; Starr, Susan; Ferguson, Warren J.; Wellman, Scott; Jacobson, Eric; Hatem, David S.; Quirk, Mark E. (2003-03-14)BACKGROUND: Faculty development programs focusing on teaching have become widespread. PURPOSE: Despite the popularity of such programs, evidence as to their effectiveness is limited. This article reports on the development of an objective structured teaching exercise (OSTE) and its pilot implementation in an evaluation of a faculty development program module. A written test intended to measure feedback skills was also developed and pilot tested. METHODS: A separate-sample, pretest-posttest design was used to pilot test both instruments. RESULTS: The results showed some evidence of significant differences between groups tested preworkshop and postworkshop. Higher scores were observed for the posttest group compared to the pretest group only for OSTE items focusing on prioritizing and limiting the amount of feedback given at one time and on action planning. CONCLUSIONS: Results suggest that an OSTE may be sensitive to changes in preceptor skill level for skills that are relatively easy to incorporate immediately into practice. Lack of differences in other skill areas may be due to lack of sensitivity of the measure or to need for practice and reflection before changes in performance on other feedback skills are evident.
-
Developing and maintaining a climate of support for staff developmentParker, Elaine Barber (1987-01-01)
-
Development and Evaluation of a Mentorship to Hire Program for Facilitating Nursing Role Development and Transition to PracticeSchuler, Monika S. (2017-05-16)The purpose of this poster is to present an ongoing community engaged research (CER) initiative at the University of Massachusetts Dartmouth College of Nursing (CON) examining in what ways a mentorship to hire (MTH) program with community partners may facilitate role development and transition to practice for senior nursing students and retention in health care organizations upon graduation. New nursing graduates have a difficult time transitioning to practice in part because of unrealistic perceptions about the nursing role. Difficult transitions can be costly to health care organizations (HCO) who often invest time and money in new graduate hires only for them to leave the practice setting after a short period of time. An additional concern is a current and anticipated shortage of nurses in specialty areas such as post-operative, emergency, and psychiatric nursing. As part of the CON curriculum, senior nursing students must complete 120 hours of mentorship in a health care organization during the last semester of their program where students are paired with a professional registered nurse in a one-on-one concentrated practicum. This practicum provides students with clinical experiences and facilitates transitions to practice, however, HCOs often have a limited number of nurses available for precepting our students in part because of an increased demand and competition between nursing schools for clinical placements. In an effort to find a mutually beneficial solution, a mentorship to hire program was proposed and developed between two health care organizations and the CON. This poster will discuss the development of the CER program and plans for assessing transition to practice, perceptions of readiness for practice, role development, and retention of the new graduates upon completion of the program. Furthermore plans for evaluating health care organization perceptions including evaluation of fit for organizations, costs associated with training, and retention will also be presented.