Rush Graduate College "Individual Development Plan" Survey

Name:*
It should be five digits.

Scientific Skills Assessment

Assess your proficiency in the following areas on a scale of 1-5 where:

  • 1 = Highly deficient
  • 5 = Highly Proficient

This a subjective self-assessment of your skills which will help you identify, the scientific skills and knowledge areas in which you are proficient and those that could use some attention.

As you rate each of these skills and knowledge areas, it will be most helpful if you use the full range of scores (1-5). Rating just a few items as a "1" will help distinguish the skills that need the most improvement, and rating just a few items as a "5" will help discern the skills that you are best at.

Scientific Knowledge*
Scientific Knowledge
  1 2 3 4 5
Broad based knowledge of science
Deep knowledge of my specific research area
Critical evaluation of scientific literature
1 = Highly deficient I 5 = Highly proficient
Research Skills*
Research Skills
  1 2 3 4 5
Technical skills related to my specific research area
Experimental design
Statistical analysis
Interpretation of data
Creativity/innovative thinking
Navigating the peer review process
1 = Highly deficient I 5 = Highly proficient
Communication*
Communication
  1 2 3 4 5
Basic writing and editing
Writing scientific publications
Writing grant proposals
Writing for non-scientists
Speaking clearly and effectively
Presenting research to scientists
Presenting to non-scientists
Teaching in a classroom setting
Training and mentoring individuals
Seeking advice from advisers and mentors
Negotiating difficult conversations
1 = Highly deficient I 5 = Highly proficient
Professionalism*
Professionalism
  1 2 3 4 5
Demonstrating workplace etiquette
Complying with rules and regulations
Upholding commitments and meeting deadlines
Maintaining positive relationships with colleagues
Contributing to discipline (e.g. member of professional society)
Contributing to institution (e.g. participate on committees)
1 = Highly deficient I 5 = Highly proficient
Management and Leadership Skills*
Management and Leadership Skills
  1 2 3 4 5
Providing instruction and guidance
Providing constructive feedback
Dealing with conflict
Planning and organizing projects
Time management
Developing/managing budgets
Managing data and resources
Delegating responsibilities
Leading and motivating others
Creating vision and goals
Serving as a role model
1 = Highly deficient I 5 = Highly proficient
Responsible Conduct of Research*
Responsible Conduct of Research
  1 2 3 4 5
Careful record-keeping practices
Understanding of data ownership/sharing issues
Demonstrating responsible authorship and publication practices
Demonstrating responsible conduct in human research
Demonstrating responsible conduct in animal research
Can identify and address research misconduct
Can identify and manage conflict of interest
1 = Highly deficient I 5 = Highly proficient
Career Planning*
Career Planning
  1 2 3 4 5
How to maintain a professional network
How to identify career options
How to prepare application materials
How to interview
How to negotiate
1 = Highly deficient I 5 = Highly proficient

Scientific Skills Planning

Please respond to the following questions if/how you are planning to improve any of your skills over the next year:

  • Proficient enough = I am proficient enough and there is no need to improve this skill.
  • Seek mentors and events = I will improve this skill by finding mentor(s) in this area in addition to attending relevant events such as courses, internships, workshops, conferences, group activities and similar.
  • Not applicable= This skill is not applicable to my career goals.
Scientific Knowledge*
Scientific Knowledge
  Proficient enough Seek mentors and events Not applicable
Broad based knowledge of science
Deep knowledge of my specific research area
Critical evaluation of scientific literature
Research Skills*
Research Skills
  Proficient enough Seek mentors and events Not applicable
Technical skills related to my specific research area
Experimental design
Statistical analysis
Interpretation of data
Creativity/innovative thinking
Navigating the peer review process
Communication*
Communication
  Proficient enough Seek mentors and events Not applicable
Basic writing and editing
Writing scientific publications
Writing grant proposals
Writing for non-scientists
Speaking clearly and effectively
Presenting research to scientists
Presenting to non-scientists
Teaching in a classroom setting
Training and mentoring individuals
Seeking advice from advisers and mentors
Negotiating difficult conversations
Professionalism*
Professionalism
  Proficient enough Seek mentors and events Not applicable
Demonstrating workplace etiquette
Complying with rules and regulations
Upholding commitments and meeting deadlines
Maintaining positive relationships with colleagues
Contributing to discipline (e.g. member of professional society)
Contributing to institution (e.g. participate on committees)
Management and Leadership Skills *
Management and Leadership Skills
  Proficient enough Seek mentors and events Not applicable
Providing instruction and guidance
Providing constructive feedback
Dealing with conflict
Planning and organizing projects
Time management
Developing/managing budgets
Managing data and resources
Delegating responsibilities
Leading and motivating others
Creating vision and goals
Serving as a role model
Responsible Conduct of Research*
Responsible Conduct of Research
  Proficient enough Seek mentors and events Not applicable
Careful record-keeping practices
Understanding of data ownership/sharing issues
Demonstrating responsible authorship and publication practices
Demonstrating responsible conduct in human research
Demonstrating responsible conduct in animal research
Can identify and address research misconduct
Can identify and manage conflict of interest
Career Planning*
Career Planning
  Proficient enough Seek mentors and events Not applicable
How to maintain a professional network
How to identify career options
How to prepare application materials
How to interview
How to negotiate

Interests Assessment

If you had the ideal job, rate how frequently you would be engaged in the following activities, where:

  • 1 = In my future career, I would never like to do this.
  • 5 = In my future career, I would like to do this often.

This assessment is intended to help you define the scientific tasks that you enjoy doing and would like to include as integral elements of your career. It might also highlight tasks that you would like to avoid.

This is a subjective assessment of your professional interests.

It will be most helpful to you if you use the full range of scores (1-5). Rating just a few items as a "5" will help you focus on the tasks that are most interesting to you, and rating just a few items as a "1" will help you discern tasks you most want to avoid.

Why are interests relevant? 

When you break down any job into its component tasks, you'll find that there are some tasks that you would be thrilled to do and others you would prefer not to do. You are likely to be more satisfied in a career that allows you to spend more time doing tasks that you enjoy.

*
  1 2 3 4 5
Designing experiments
Performing experiments
Analyzing experimental results
Planning new scientific projects or developing new research directions
Writing grant proposals
1 = I would like to never do this in my career | 5 = I would like to do this often in my career
*
  1 2 3 4 5
Writing scientific manuscripts
Writing project reports or other business-related correspondence
Writing position papers or policy papers
Creating presentations
Representing data in figures/illustrations
1 = I would like to never do this in my career | 5 = I would like to do this often in my career
*
  1 2 3 4 5
Giving presentations about science
Reading papers in your field
Learning about other fields
Thinking about science
Keeping up with current events in science
1 = I would like to never do this in my career | 5 = I would like to do this often in my career
*
  1 2 3 4 5
Discussing science with others
Attending conferences or scientific meetings
Learning how to use new equipment or techniques
Building new devices or developing/refining techniques
Using quantitative methods in understanding science (e.g., statistics, mathematical modeling)
1 = I would like to never do this in my career | 5 = I would like to do this often in my career
*
  1 2 3 4 5
Using qualitative methods in understanding science (e.g., focus groups, in-depth interviews, field observations)
Performing research with animal subjects
Performing research with human subjects
Teaching in a classroom setting
Developing curricula
1 = I would like to never do this in my career | 5 = I would like to do this often in my career
*
  1 2 3 4 5
Writing about science to non-scientists
Speaking about science to non-scientists
Mentoring or teaching one-on-one
Developing collaborations
Negotiating agreements
1 = I would like to never do this in my career | 5 = I would like to do this often in my career
*
  1 2 3 4 5
Analyzing financial data or budgets
Assessing business trends and strategies, entrepreneurial ideas
Serving on committees
Working in a team
Networking with others
1 = I would like to never do this in my career | 5 = I would like to do this often in my career
*
  1 2 3 4 5
Work-related travel
Organizing things, creating systems in the workplace
Planning or organizing events
Leading or supervising others
1 = I would like to never do this in my career | 5 = I would like to do this often in my career

Values Assessment

Rate how important it is to you that your future career path matches each of the following values, where:

  • 1 = Unimportant
  • 5 = Essential

This assessment is intended to help you answer the questions "What is most important to me? What rewards or outcomes do I want from my work?"

This is a subjective assessment of your values.

It will be most helpful to you if you use the full range of scores (1-5). Rating only a few items as a "5" will help identify the values that are most important to you. Being able to prioritize your top values will help you distinguish among jobs later on.

Why are values relevant?

Values are the principles by which we live. Your values can help define the environment in which you are likely to function best, and the conditions of a job that will keep you motivated.

How will your responses be used?

Later in this module, you will be provided a possible "script" of questions that you can ask in informational interviews with professionals who have already transitioned into the job or career path you are considering. These questions will be customized based on your highest-ranked values.

*
  1 2 3 4 5
Help Society: contribute to betterment of world
Help Others: be involved with directly helping individuals or small groups
People Contact: have day-to-day contact with clients or colleagues
Teamwork: work in collaboration with others as part of a team
Friendships: Develop close personal relationships with people at work
1 = Unimportant | 5 = Essential
*
  1 2 3 4 5
Congenial Atmosphere: work with friendly colleagues
Competition: engage in activities that test my abilities/achievements against others’ abilities/achievements
Make Decisions: have authority to decide courses of action, policies, etc.
Fast Pace: work in a busy atmosphere with frequent deadlines
Supervision: be directly responsible for work done by others
1 = Unimportant | 5 = Essential
*
  1 2 3 4 5
Influence People: be in a position to change attitudes or opinions of other people
Work Alone: work on projects by myself, with little contact with others
Independence: work with little direction from others
Intellectual Challenge: perform work that is intellectually stimulating
Work on Frontiers of Knowledge: engage in the pursuit of knowledge or generating new ideas
1 = Unimportant | 5 = Essential
*
  1 2 3 4 5
Expert Status: be acknowledged as an expert in a given field
Creativity: originate and develop new ideas
Aesthetics: appreciate the beauty of things and ideas that I work with
Predictability: have job duties that are similar day-to-day
Variety: have job duties that change frequently
1 = Unimportant | 5 = Essential
*
  1 2 3 4 5
Job Security: be assured of keeping my job and salary
Benefits Available: have health, retirement, tuition reimbursements, etc.
Recognition: be recognized or appreciated for the quality of my work
Risk Taking: have work duties that involve trying new things, despite the chance that negative outcomes could result
Earning Potential: have a salary which allows me to purchase essentials as well as some luxuries of life
1 = Unimportant | 5 = Essential
*
  1 2 3 4 5
Location: live in a place which is conducive to my lifestyle
Physically Challenging: have a job that requires high physical demands
Not Physically Challenging: have a job that does not require high physical demands
Flexible Schedule: have some choice over the hours or days that I work
Status and Prestige: work in a position or organization which carries respect with my friends, family or colleagues
1 = Unimportant | 5 = Essential
*
  1 2 3 4 5
Professional Development: have a job with opportunities for growth or promotions
Job Tranquility: work in a low pressure environment
Work/Life Balance: balance time spent at work and time spent doing other activities
Family Friendly: have a job with policies supportive of families, including day care, flexible work schedules, etc.
Exercise Competence: take advantage of my strongest talents and skills on a regular basis
1 = Unimportant | 5 = Essential
*
  1 2 3 4 5
Learn New Things: be challenged to enhance knowledge or learn new skills on a regular basis
High Demand: develop a desirable knowledge base or skill set to facilitate finding my next job
1 = Unimportant | 5 = Essential
Have you defined your career goal yet? Please select all that apply.*
Has your career goal changed over the past year?*
Please confirm if your career development plan has been mutually discussed and agreed upon with your PI to be pursued over the next year?*
How many mentors other than your PI do you have in your "group of mentors"?*

Networking

Your professional network+ is the group of people you have worked with, or have met, in a professional context. People in the same career networks often help each other by providing recommendations or references, information about specific job opportunities, or simply information about career options.

+U.S. Department of Labor studies have shown that 65%-85% of job offers received by professional level workers can be traced to some connection made through the worker's network.

Considering the above description, please evaluate your current "professionai network"*
Considering the above description, please evaluate your current "professionai network"
  1 2 3 4 5
My Professional Network
1 = very limited | 5 = very strong

Informational Interviewing

The most effective way to learn about a highly specialized career is to get advice from someone who has traveled down that path before you. The process of gathering information about a career path from another professional who is experienced in that field is called "informational interviewing". Through the informational interviewing process, you can learn:

  • the pro's and con's of a career path
  • what to do during your grad school to become competent and have a successful transition onto that career path
  • how to conduct an effective job search in that field

SMART Goal

Please respond to the following questions, considering the below description of how to define a "SMART goal" for your research project progress, skill development and career development over the next year:

  • S - Specific - Is it focused and unambiguous?
  • M - Measurable - Could someone determine whether or not you achieved this goal?
  • A - Action-oriented - Did you specify the action you will take?
  • R - Realistic - considering difficulty and time-frame, is this goal attainable?
  • T - Time-bound - Did you specify a deadline?
Please briefly review your progress in general, in term of your career development over the past year:*
Please briefly review your progress in general, in term of your career development over the past year:
  Very dissatisfied Somewhat dissatisfied Neutral Somewhat satisfied Very satisfied
Lab/Technical/Research skills improvement
Soft skills improvement
Career development and planning

Note: To submit your answers, please click on the SUBMIT button below this page.

If you:

  • would like to receive a copy of your submission; or,
  • have any questions about this survey; or, 
  • would like to make an appointment to discuss your career plans,

please don't hesitate to contact Dr. Garth A. Fowler at garth_a_fowler@rush.edu

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