A useful career development plan starts with your own reflection, then turns a conversation with your manager into a few specific goals, practical activities, and scheduled check-ins. It is a shared learning plan—not a promise of promotion, a performance rating, or a fixed career path.
What a career development plan should do
A development plan connects a direction you want to explore with the skills or experience needed to move toward it. The direction might be a future role, a project, broader responsibility, or deeper expertise; it does not have to be a promotion target.
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The U.S. Office of Personnel Management describes an individual development plan as a partnership between employee and supervisor, involving preparation and continuous feedback. The employee brings interests and follows through; the manager can offer perspective, help investigate options, and explore feasible experiences or support. OPM also says an IDP is not a performance evaluation tool or a one-time activity. OPM’s career development guidance is written for the federal workplace; employers elsewhere may use different processes.
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Prepare before you ask for the conversation
Take a short inventory so your manager does not have to invent your direction for you. Bring examples rather than trying to arrive with a complete career blueprint.
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- Recent accomplishments or work you feel proud of.
- Strengths you want to use more, and skills or experiences you want to build.
- Tasks or projects you find engaging, and work you would like to do more or less often.
- One or two possible directions, such as a role, project, broader responsibility, or area of expertise.
- Questions about what those directions require and what support might be available.
SHRM recommends documenting accomplishments, strengths, and future goals before the meeting; its prompts include asking what growth means to you, what role or project you want to take on, and what support you need from your supervisor. SHRM’s career conversation guide offers examples. Harvard Business Review’s 2023 article likewise emphasizes that employees should initiate and drive their development. Read the HBR article.
You can request time with a simple note: “Could we set aside time to talk about my development? I’d like to discuss the skills I want to build, possible next experiences, and how we can make a practical plan.”
Use the meeting to explore direction and context
Begin with what you enjoy and want to learn, rather than assuming growth must mean moving up. The University of Rochester’s manager guide suggests discussing passions, strengths, skills to improve, satisfying assignments, possible roles, and support needed. See the Rochester Career Conversation Guide.
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1Scan for outdated or missing drivers - takes under a minute2Clear out junk files and repair common Windows errors3Fix the driver behind crashes, sound loss and screen glitchesThen compare your interests with the actual work and opportunities around you. Ask together:
- What skills or experience would a possible role, project, or responsibility require?
- Which of those requirements do I already demonstrate, and where would practice help?
- What organizational, professional, or industry changes could affect the options?
- What could I try in my current role, and what support can you realistically provide?
If neither of you knows an answer, write down the question, agree who will look into it, and set a date to revisit it. SHRM advises managers to be honest when they do not know and not to promise support or outcomes they cannot deliver. SHRM’s career conversation tips discuss this approach.
Turn the conversation into a focused written plan
Choose a small number of goals—one or two is a practical starting point—then define an action, a time frame, and an observable sign of progress for each. The following working template combines plan elements described by OPM and Rochester; it is not an official universal form.
| Field | What to record |
|---|---|
| Direction | A role, project, broader responsibility, or skill area you want to explore. |
| Development goal | A specific capability or experience to build. |
| Action | A stretch assignment, new responsibility, shadowing, mentoring, course, self-study, or other suitable activity. |
| Support | Feedback, introductions, access, time, or resources the manager agrees to explore or provide. |
| Timing | Start date, target date, and check-in dates. |
| Evidence of progress | A work sample, feedback, completed responsibility, demonstrated skill, or other observable sign. |
| Status and next step | What happened, what changed, and the next action. |
Keep goals connected both to your learning needs and to work the team or organization needs done. OPM’s suggested federal IDP elements include employee context, short- and long-term goals with estimated and actual completion dates, objectives linked to work-unit goals and employee needs, activities with dates, and employee and supervisor sign-off. OPM says IDPs are not generally required by federal regulation, although some programs require them and Senior Executive Service members have separate requirements; those federal rules should not be assumed to apply to other employers.
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Rochester’s guide presents a 70:20:10 framework—70% on-the-job experience, 20% learning from others, and 10% formal learning—as one way to organize activities. Treat it as that guide’s framework, not a proven rule or required ratio.
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Choose activities that create practice and feedback
Match the activity to the capability you want to build, the chance to use it, available time and support, and how you will recognize progress. OPM and Rochester list several possibilities; neither source establishes that one format is inherently more effective than another.
- Practice through work: a special assignment, job rotation, on-the-job training, or new responsibility.
- Learn with or from people: shadowing, mentoring, networking, coaching, or feedback from colleagues.
- Structured learning: classroom or web-based learning, self-study, conferences, seminars, or courses.
For example, if you want to build presentation skills, a course may help you learn techniques, but the plan should also identify a real presentation opportunity and the feedback you will seek afterward. The point is to choose an activity that makes the target capability visible in practice.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.Schedule check-ins and adjust the plan
Agree on follow-up when you write the plan, not after it has gone quiet. Rochester recommends informal career-focused conversations at least quarterly; SHRM describes quarterly check-ins in a University of Arizona example. OPM describes development planning as ongoing and notes that many federal agencies encourage annual updates. These are recommendations and examples, not a universal legal schedule.
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Work through common sticking points
If you are unsure what you want
Start with interests, strengths, satisfying work, and skills you would like to develop. Make the near-term goal exploration—such as shadowing someone or trying a related task—rather than demanding that you name a fixed destination. Rochester’s guide includes prompts for conversations when career interests are unclear.
If you want a promotion soon
Discuss what the target work requires, what evidence could demonstrate readiness, and what openings or pathways actually exist. A development plan can organize preparation, but it cannot guarantee a promotion or a particular role.
If there is no obvious opening on the team
Ask whether a cross-functional project, developmental assignment, mentoring relationship, or new responsibility could help you build relevant skills. These options depend on the organization’s circumstances and available work.
If the manager does not know the answer
Agree on how to investigate the question and when to return to it. A candid unknown with a follow-up action is more useful than an invented answer or an unsupported promise.
If the conversation feels like a performance review
Clarify that you want to discuss learning and future development. OPM says an IDP is not a performance evaluation tool, and SHRM’s University of Arizona example describes career conversations as separate from performance evaluations. Employers may combine these processes differently, so ask how your workplace handles them.
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