2. 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?

3. 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.

4. 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.

5. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

15. 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.

16. 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.

17. How Can We Fill the Gaps

18. 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.

19. 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.

20. Web Sites for Formal Training  ATRRS and PEC - https://atrrs.army.mil/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 http://www.globalknowledge.com/?gclid=CNTz2b7E x5ICFQG5PAod90X1KA

21. Web Sites for Formal Training  OPM - Human Resource Training and Leadership Management Training http://www.opm.gov/http://www.opm.gov/  American Management Association - Management, Leadership, Supervisory & Communication http://www.amanet.org/http://www.amanet.org/  Linkage Incorporated – Change Management, Mentoring & Coaching, and Leadership & Management Skills http://www.linkageinc.com/ http://www.linkageinc.com/  American Society for Training & Development – Instruction, Facilitation, Human Resources, Coaching & Consulting www.astd.org www.astd.org

22. 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/www.us.army.mil/  Combat Readiness University-II – OSHA, Safety & Risk Management https://crc.learn.army.mil/webapps/portal/frameset.js p https://crc.learn.army.mil/webapps/portal/frameset.js p

23. 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/https://etca.randolph.af.mil/

24. Web Sites for CBT Training  Defense Acquisition University – USPFO employees http://www.dau.mil/default.asp http://www.dau.mil/default.asp  Army Correspondence Course Program (ACCP) – All major career fields and disciplines http://www.atsc.army.mil/ 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 https://port1.dcmsnet.org/dcmsvc/default.asp

25. 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.milwww.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.

26. 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/https://www.my.af.mil/

27. 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/ http://www.au.af.mil/au/ccaf/

28. 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.