powerpoint presentation on career development

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Professional Career Development

Professional career development presentation, free google slides theme and powerpoint template.

When presenting a business or career plan, we must convey the qualities that define us as professionals. If elegance is one of yours, take a look at this brown and white duotone template with triangular elements. You'll love its simplicity. We've included six sections to help you structure your data: business overview, market analysis, marketing, management, operational and financial plan. It has graphs, maps, organization chart and tables.

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How to Present Your Career Journey on PowerPoint

Want to present your career journey as an interesting story through a presentation? Find out how to do it using PowerPoint.

Talking about your career journey is a nerve-wracking exercise, whether in an interview or presenting to a large audience. You can make this process much more exciting by narrating your journey as a story.

A story that contains facts, figures, anecdotes, and more stories to illustrate your knowledge, experience, expertise, conflict resolution techniques, and insights. Here's how you can harness the power of PowerPoint to present your career journey as an interesting story:

1. Ask the Right Questions

Before you begin creating your presentation, you need to have a good idea about the content you will include in it. You can write down bullet points that act as the deck outline, or ask yourself pertinent questions. What kind of questions should you ask yourself? Here's a list to get you started:

• Who's my target audience; recruitment teams, college/school students, job fair attendees, or working professionals?
• What do I aim to achieve with this presentation?
• What professional events, stories, incidents, and insights should I include?
• What statistics, tips, and professional highlights should I mention?

Your presentation can go in widely different directions based on your answers.

2. Draw a Content Flow Chart

Now that you have a good idea about what to include, it's time to organize this information into a seamlessly flowing story. Draw a flowchart or a simple diagram to indicate what goes where. This is the storyboarding stage, where you'll order the content and fine-tune the details to the last fact and figure.

3. Choose Content Format and Media

Once you're done with the “what” and “where,” it's time to address the “how.” How do I present my career story as concisely as possible? Not every part of your journey needs a slide with elaborate textual content. You can use graphs and timelines to depict career trajectories and time spent in different roles. Use bolded numbers with labels or SmartArt and Charts to highlight critical statistics.

A short video can explain your work methodology with animations and voiceover. Concept images, tag clouds, and simple sketches can convey information more concisely than a slide full of text. Once you've decided how each part in the flowchart will take shape on the slides and have the media content ready, it's time to launch the PowerPoint app.

4. Pick the Right Template to Tell Your Story

Searching for story-based templates brings up lots of options on PowerPoint that have different slides to highlight stats, show graphs, depict growth, insert a video, etc.

You can insert your information in the appropriate slides, clone the ones that need repetition, delete the ones that don't fit in with your story, and insert slides from other presentation decks that cater to your requirements. Just make sure to edit the theme of this slide to match the main template.

Using a premade template to prepare a professional presentation . You'll not have to waste time deciding on fonts, colors, themes, and manually inserting diagrams and charts. You can also download or buy presentation templates from online resources like Crystal Graphics or SlideUpLift . These sites offer custom templates to showcase career journeys, with creative slides to present information concisely.

You can also use the Slide Master feature in PowerPoint to create a custom theme for your presentation.

5. Design Your PowerPoint Presentation

It's time to execute your vision. Use as many slides as you need without worrying about the length of the presentation. Here are a few quick PowerPoint tips to help you present your career journey in a stellar way:

• Use high-quality images, videos, and graphics.
• Use Animations and Transitions sparingly.
• Use Presented View mode to check how your slides look, keep an eye on your notes, and edit as needed.

6. Polish Your Stories

Your career journey would be incomplete without highlighting your professional growth and maturity, lessons learned, and insights gained. Use the STAR method—Situation, Task, Action, Results to avoid rambling and keep it short and straightforward.

When narrating stories, describe the situation or conflict you were facing, what needed to be done, what was done, what you learned from the experience, and how it has impacted your decision-making process. The STAR method touches upon all the crucial details of a learning incident, allowing you to tell more stories in fewer words.

7. Edit Your Slides

Now you need to step into the shoes of your target audience. Look at every slide critically. Think about the value each slide adds to the rest of the presentation, and decide whether it stays or goes.

Are all your stories helpful and needed? Are your statistics factually accurate? How long will it take for you to walk through the entire set? Use these and other relevant questions as markers to cut down the number of slides.

8. Deliver With Poise

Making a kick-ass presentation is just one part of depicting your career journey. The other part consists of being a good storyteller. Use the PowerPoint Speaker Coach to improve your presentation skills . Memorize your notes, pay attention to your hand gestures, make eye contact, and do not read from the slides. Practice with a timer until you can deliver it in the precise amount of time you've been allocated to present.

Present Your Career Journey With Aplomb

Look for Behavioral Interview related questions online and how to ace them before you sit down to create your career journey presentation.

It will help you channel your nervous energy into telling a good story accompanied by a presentation. Learn more about creating engaging presentations on PowerPoint to improve your story.

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Career Development Templates

Download SlideUpLift’s career development templates to showcase the process of choosing a career, improving your skills, and advancing along a career path in a professional manner. Career development is a process of learning and decision-making that brings an individual closer to their ideal job, skillset, and lifestyle. You can use our collection of career development infographics at the start of your career or anytime in between to achieve your desired goals. Career development ppt templates can be used by HR recruiting agencies for talent acquisition purposes. Do make use of our career development slides to help highlight an individual’s/employee’s professional abilities and strengths to achieve success in a given organization. Make creative resumes and highlight your career growth using SlideUpLift’s CV templates . 

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Career development powerpoint templates for presentations:.

The Career Development PowerPoint templates go beyond traditional static slides to make your professional presentations stand out. Given the sleek design and customized features, they can be used as PowerPoint as well as  Google Slides templates . Inculcated with visually appealing unique and creative designs, the templates will double your presentation value in front of your audience. You can browse through a vast library of Career Development Google Slides templates,  PowerPoint themes  and  backgrounds  to stand out in your next presentation.

What Is A Career Development PowerPoint Template?

A Career Development PowerPoint template is a ready-made presentation template that provides a structured framework for creating professional Career Development presentations. The Career Development PPT presentation template includes design elements, layouts, and fonts that you can customize to fit your content and brand.

What Are The Advantages Of Career Development Presentation Templates?

Career Development PPT presentation templates can be beneficial because they:

• Add multiple visual and aesthetic layers to your slides.
• Ensure that complex information, insights and data is presented in a simplistic way.
• Enhance the overall visual appeal of the content.
• Save you a lot of time as you don’t have to start editing from scratch.
• Improve the professional outlook of your presentation.

How To Choose The Best Career Development Presentation Templates?

Keep the following points in mind while choosing a Career Development Presentation template for PowerPoint (PPT) or Google Slides:

• Understand your presentation goals and objectives.
• Make sure the Career Development template aligns with your visual needs and appeal.
• Ensure the template is versatile enough to adapt to various types of content.
• Ensure the template is easily customizable.

Can I Edit The Elements In Career Development PowerPoint Templates?

Yes, our Career Development PowerPoint and Google Slides templates are fully editable. You can easily modify the individual elements including icons, fonts, colors, etc. while making your presentations using  professional PowerPoint templates .

Are Career Development PowerPoint Templates Compatible With Google Slides?

Yes, all our Career Development presentation templates are compatible and can be used as Career Development Google Slides templates.

How To Download Career Development PowerPoint Templates For Presentations?

To download Career Development presentation templates, you can follow these steps:

• Select the resolution (16*9 or 4*3).
• Select the format you want to download the Career Development template in (Google Slides or PowerPoint).
• Make the payment (SlideUpLift has a collection of paid as well as free Career Development PowerPoint templates).
• You can download the file or open it in Google Slides.

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Career Development PPT Presentation and Google Slides

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Career Development

Mar 14, 2019

1.14k likes | 1.7k Views

Career Development. Kindergarten through Grade 12. Students Need to Know…. Who they are… Where they want to go… And how they are going to get there! Career Education and Work Standards (CEW) are the key to making this happen…. “When I was growing up, I always wanted to be somebody.

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• school counselors
• high school
• administrative support
• determine program priorities
• vision connecting school counselors

Presentation Transcript

Career Development Kindergarten through Grade 12

Students Need to Know… Who they are… Where they want to go… And how they are going to get there! Career Education and Work Standards (CEW) are the key to making this happen…

“When I was growing up, I always wanted to be somebody. Now I wish I had been more specific.” ~Lily Tomlin

“In an ever-changing global environment where interdependency abounds, the best and highest quality of education is a necessity no longer reserved for the few, but demanded for all. ” ~Breaking Ranks: Changing an American Institution

Global Prosperity Means… Success in a world of change requires schools to ensure that all students have: • the capacity to be autonomous, lifelong learners • the ability to solve problems and create new solutions • the ability to collaboratively work with others

The Changing Workplace • Skills for work, college and citizenship are essentially the same • Jobs for unskilled workers are declining • Wages for high-school-only graduates have declined 70% in the last 20 years • The “knowledge-intense” workplace requires new skills • problem-solving • teamwork • learning how to learn

High School Is Not Enough! • Most careers require more than a high school diploma • Students need to be aware of the many postsecondary options • The six fastest-growing occupations nationally - all in computer-related technologies - require at least an Associate’s Degree ~U.S. Bureau of Labor Statistics

The Old and New…

National Trends:Then and Now ~U.S. Bureau of Labor Statistics

Changing Schools • More active learning required • Teaching to diversified learning styles • Quantity of academic content has increased exponentially • Barriers to successful graduation must be addressed • Key elements of the 20th century learning model have become obsolete

The Key Elements of 21st Century Learning • Information and communication technology literacy • Financial, economic and business literacy • Global awareness • Civic engagement • The ability to apply learning skills ~Assessment of 21st Century Skills: The Current Landscape

Did you know?

We can no longer afford to educate… TODAY’S students for TOMORROW’S world in YESTERDAY’S schools! ~etc Illinois Education to Careers Next Generation Education

The time for change is now! The way we do business must change fundamentally and immediately.

How Can School Counselors Make A Difference? Taking a Leadership & Advocacy Role in Schools Helps Bring About Systemic Change and Alters Student Outcomes

School Counselors • Advocates for Career Development • Leaders in Career Development Program Planning and Implementation • Collaborators in Career Development Program Planning and Implementation • Agents of Systemic Change

New Vision: Connecting School Counselors to the Mission of Schools • Leadership • Advocacy for All Students • Teaming and Collaboration • Using Data to Spur Systemic Change to Benefit All Students

Where to start??? • Start with your existing program. • Allow for minor adaptations. • Use a team approach. • Expect some staff to resist change. • Be flexible. • Collaboration with teachers is critical.

Steps to Program Development • Planning • Building the Foundation • Designing the Delivery System • Setting up the School Counseling Program • Implementing the School Counseling Program • Promoting the School Counseling Program • Monitoring program results and student progress

Planning • Establish leadership • Seek commitment to action • Form an Advisory Council • Gain administrative and board support • Assess what is currently working • Identify the changes and additions from current program to ASCA model

Building the Foundation • Analyze school and student data • Identify current strengths & areas needing improvement • Discuss beliefs about students & learning • Write philosophy, mission statement, standards, competencies, & indicators • Determine program priorities • Assign standards & competencies to grade levels

Designing the Delivery System • Determine time allotments for each component • Develop action plans • Identify the guidance curriculum to be used • Determine the data that will be collected • Decide which counselors will perform which activities • Rally administrative support

Delivery System • Guidance Curriculum • Individual Planning With Students • Responsive Services • System Support

Domain & standard to be addressed Student competency addressed Description of activity Title of curriculum piece used Name of counselor responsible for delivery Means of evaluating student success Expected results School Guidance Curriculum Action Plan

Guidance Curriculum • Structured lessons delivered to all students • Related to standards and competencies • Integrated with academic curriculum

Guidance Curriculum • Guidance Curriculum for ALL students. Counselor/team determines specific standards and competencies for ALL students to attain at each grade level. • Closing the Gap Guidance Curriculum Using site specific data, counselor/team determines standards and competencies to address to close the gap.

Guidance CurriculumSuggested Time Distribution

Individual Planning • Ongoing systemic activities • Designed to assist students in establishing personal goals • Designed to assist students in developing future plans

Individual Student Planning • Individual or small group appraisal • Individual or small group advisement

Counselor Planned and Directed • Test score review, interpretation and analysis • Promotion and retention information • Career decision making • Yearly course selection • Test taking strategies

Individual Planning Suggested Time Distribution

Delivery System:Responsive Services • Designed to meet students’ immediate needs • Family problems or crisis • School wide problems or crisis • ASCA page 42 Audit page 114 Workbook pages 35-36

Responsive Services • Consultation • Individual and small group counseling • Crisis counseling • Referrals • Peer facilitation

When, Who, How of Responsive Services • Time is built into schedule for Responsive Services. • Available to all students and parents. • Often student initiated by self referral

Responsive Services Suggested Time Distribution

Implementing the Program • Setting up the program • Working the program • Promoting the school counseling program

Setting Up the Program(Management) • Establish program budget • Pre-conditions: equal access, adequate budget/resources, collaborative effort, administrative support, state leadership/technical support • Complete management agreement forms

Working the Program(Management) • Develop a master planning calendar • Develop weekly and monthly planning calendars • Set time allocations • Plan professional development activities • Implement curriculum activities at each grade • Develop at least one closing the gap activity

Promoting the Program(Advocacy) • Develop a program brochure • Present the program to school staff • Develop a web site • Present the program to the governing board for official approval

Accountability • Monitor program results • Monitor counselors’ growth and performance • Monitor students’ progress

Making the Transition • Start slowly. • Develop counselor job descriptions. • Develop job descriptions for other counseling staff members. • Establish budget and other resources.

Making the Transition • Expand leadership base. • Brainstorm potential obstacles and develop strategies to overcome barriers. • Develop and model trust. • Celebrate accomplishments!!

Accountability System • Results Report – • Program • Guidance Curriculum • Closing the Gap • Impact Over Time • School Counselor Performance Standards • The Program Audit

Designing a Data Driven School Counseling Program • Connecting to school academic achievement goals • Using data to determine directions • Measuring results • Sharing successes

Process data • Perception data • Results data

PROCESS DATA What do you want to know? • “What you did for whom” • Evidence that event occurred • How activity was conducted • Did the program follow the prescribed practice?

Examples - Process Data • Weekly (32) academic support groups with 12 students each were held • 586 9th grade students received the “The Four Year Plan” guidance lesson • All 4th and 5th (112) grade students participated in the “bus buddy” (4) guidance lessons

PERCEPTION DATA What do you want to know? • “What others think, know or demonstrate” data. • Measures competency achieved, knowledge gained or attitudes beliefs of students • Pre-post • Competency achievement • Surveys • Evaluations • Measures what students are perceived to have gained in knowledge

Examples – PerceptionData • Competency Achievement • Every student in grades 9-12 completed a 4 year plan • Every 10th grade student completed an interest inventory • Knowledge Gained • 89% of students demonstrate knowledge of promotion/ retention criteria • 92% can identify Early Warning Signs of violence • Attitudes or Beliefs • 74%of students believe fighting is wrong • 29% of students feel safe at school • 78% know the name of their school counselor

• More by User

CAREER DEVELOPMENT

CAREER DEVELOPMENT Strong international and national developments in support of career development, aiming to support individuals manage the complexity of life, learning and work in the 21 st Century. Australian Blueprint for Career Development.

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Career Development. Career Planning and Development. -process through which a person -becomes aware of personal career-related attributes -undertakes activities that contribute to career fulfillment. Career Planning and Development. Roles in Career Development (1 of 4).

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Career Development. Career Development. Career Development Learning Objectives. Explain Integration of Individual and Organizational Needs Describe Conditions leading to success Discuss Matching Jobs with Individual’s Desires Describe Methods used in C.D.

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Career Development. By Robin Colby and Amie LaMont. Presentation Objectives. After this presentation on career development the reader should be knowledgeable on: The history of career development Career development today Steps to Planning a successful career

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Career Development. Career development means the employee progresses in their skills, responsibilities and seniority.

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Career Development. Campbell International Human Resource Consultants www.campbellinternational.net. Career Development. Kenneth Buchholtz Bachelor Personnel Management Netherlands Master Business Studies HRM – UL Chartered Fellow CIPD More than 29 years experience

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Career Development. Career Development. Ongoing, formal effort by organization to develop HRs; considers both employees’ and organization’s needs. 10- 2. Why is Career Development Necessary ?. Can reduce turnover costs.

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Career Development. Jane Littlehales Head, IT Support Staff Services. What do you want from your career?. More money More responsibility More flexibility More variety More recognition Bigger office. Fewer hours Less responsibility More focus More specialisation Qualifications

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. . Career Development . Laura Turner Senior Career Development Manager [email protected]. Give Back . Keep UM Close and the Sprit Alive . Regional Connection Goal: Deliver dynamic and relevant regional career programing. .

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Career Development. A Guide for School Counselors and Site Coordinators. The Importance of Career Development Throughout School. Awareness and Exploration are key for students to discover their interests and career path

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Career Development. GBC 2012. Solutions . Solution. Angela (Georgia)- Support networking (evening, alumni) workshops with 1 st and 2 nd year students job posting and sharing Feedback loop*** (most important part of the process) Structure

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Career Development. What is Career Development/ Career Planning?. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________. Modern HR and Career Development .

170 views • 8 slides

CAREER DEVELOPMENT. IDENTIFYING AND DEVELOPING THE SKILLS NEEDED TO ADVANCE. SOME TIPS FOR ADVANCING. GET REALLY GOOD AT THE JOB YOU HAVE RIGHT NOW Master the skills Ask questions Understand not only how a task is done, but why it is done

284 views • 15 slides

Career Development. GLASGOW WORKSHOP 24/6/10. Issues and Comments. Find out more at: www.gla.ac.uk/enrich. Collaboration. GLASGOW WORKSHOP 24/6/10. Issues and Comments. Very few examples – difficult Knowledge transfer could be an efficiency saving!

252 views • 10 slides

Career Development. The way I am building my career pathway. Career Development - Beginning. Club management Is the job that I choose and from the beginning of my working life I have tried to give myself objectives

191 views • 7 slides

Career Development. 202 Ms. I. Must haves:. Positive Personality Respect!! Professionalism Strong work ethic Ability to listen and follow directions Job Savvy Book Work Book. 201 Continued=202. Before you leave us: You have built a portfolio Practiced interview skills

225 views • 12 slides

CAREER DEVELOPMENT. Strong international and national developments in support of career development, aiming to support individuals manage the complexity of life, learning and work in the 21 st Century. Australian Blueprint for Career Development.

218 views • 9 slides

Career Development. Ms. Isaacson. Instructor Information: e-mail: [email protected] website: isaacsoncourses.wordpress.com phone: 713-724-4522. Respect Yourself Facility Others Materials Myself You are now Professionals, not students!. Rules of the Classroom.

423 views • 20 slides

Career Development. 7 th Grade Career Discovery. Written by Barbara Mackessy. I’m ___________. Daily Standard and essential questions are on the front board each day. Unit Essential Questions will be on the board daily. Performance Standards and word wall for the unit are posted.

335 views • 31 slides

Career Development. Beginning of Career Choice. Career choice begin early: Personal experience: Watching parents/neighbours Adult conversation Role Play Temporary/part-time work Early experience  adolescent learn  will continue developing career towards their interest.

274 views • 21 slides

Career Development. LONDON WORKSHOP 29/6/2010. Issues and Comments. Need exemplars of what fits in each category Career development of researchers prior to joining another institution – how to attribute an HEI’s “return on investment”

160 views • 10 slides

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Your Career Doesn’t Need to Have a Purpose

• Stephen Friedman

Focus on making your work meaningful instead.

Outside of popular anecdotes and social media stories, there is little evidence that a single, defined “purpose” is necessary for a rewarding career. In fact, it can be quite the opposite. It’s surprisingly common to go after what we think is our purpose only to discover that we hate it. Instead, shift your focus from “purpose” to “meaning.” Ask yourself:

• What do I like, prefer, or enjoy doing? Let go of yearning for a career purpose. Dial it back and consider what you liked about any of your previous jobs, school projects or other ways you spend your time. Perhaps you liked helping your peers organize their work or enjoyed researching sources for group projects. Or maybe you liked working on a team than alone. Use that as a starting point. 
• What am I good at? Early on in your career, you will have many bourgeoning skills. These are skills that you are good at now and can get even better at with more practice. Think about stuff you are progressively getting better at. Getting to use and improve skills that you’re already good will energize you, and provide you with a feeling of recognition and usefulness.
• Would this role provide growth and learning that I can use later? Research shows that what scholars call “ability development” (i.e. getting better at what you do) brings with it greater happiness, satisfaction, and meaning.

As an organizational studies professor at the Schulich School of Business in Toronto, Canada, I get the opportunity to help my students with various aspects of their career development. In the process, I’ve noticed two common threads. First, most of my students are not only eager to enter the world of work, but also to be excellent at what they do. Second, they want their post-graduation job to be loaded with purpose .

• Stephen Friedman is an Adjunct Professor of Organizational Studies and a Senior Faculty of Executive Education, at The Schulich School of Business, York University in Toronto. He teaches and writes about leadership development, organizational behavior, complexity science, career development, human resource management, workplace inclusion, and mental health.

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Professional development

Professional development — the lifelong process of building new knowledge and skills — is for everyone! To support your journey, UC offers programs, partnerships and access to UC Extension classes and certificate programs.

Systemwide programs and resources

Professional development at your location, uc learning center, uc extension, my uc career.

Achieve your career goals at UC with help from this interactive, self-paced program! From exploring the university’s career paths to creating a perfect pitch and cover letter, building your resume, interview prep and more, My UC Career helps you plan your next move. Start by entering your UC email address on the My UC Career homepage .

Gartner CEB Memberships

All UC employees have access to Gartner, the world’s leading member-based advisory service. Gartner provides research, tools, resources and best-practice guidance for several disciplines and industries. Create a free account with your UC email address on the Gartner welcome page .

UC Women’s Initiative for Professional Development (UC WI)

UC WI is an experiential professional development program that supports the success and advancement of mid-career, woman-identified professionals. It is is open to all employees who support and are committed to this mission. Applications and nominations are accepted from faculty, academic personnel and non-academic staff, both people managers and independent contributors, at all UC locations.

UC Managing Implicit Bias Series

Being aware of our implicit biases and understanding how they impact the ways in which we interact with others is a key component of embodying UC’s equity, diversity and inclusion values. This six-course online training series helps staff at all levels better understand implicit bias and how to counter it.

To receive credit, UC Employees should log into the UC Learning Center and search the catalog for the Managing Implicit Bias course titles. They can also contact their location’s Human Resources  Training, Learning and Development for assistance.

Non-UC employees  can take these courses as well. Visit  Systemwide Human Resources eCourses  for access.

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UC’s core competencies define how the university views talent and promotes behaviors that reflect our vision and values. Our systemwide framework maps the foundation for our workplace culture. UC locations may have implemented customized staff competencies, select your location below to view more information.

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These conversations can be included as part of ongoing 1:1 conversations between managers and employees, and are a valuable way for managers and employees to discuss new or shifted career aspirations and provide employees with an opportunity to discuss areas of importance to them.

Each UC location Human Resources office provides professional development programs, resources, and tools for their location employees. 

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• Represented employees: See your bargaining unit’s contract

Unit Training and Careers Development Event 2024

The Unit held its ninth annual Training & Careers Development Event on Tuesday 16th April. Unit members, together with colleagues from across the University of Oxford, were treated to a range of engaging presentations and workshops, each of which was accompanied by a lively Q & A session.

Unit Director Professor Peter Magill started the Event by recapping some key aspects of the Unit’s approach to training and career development. This was followed by an insightful joint presentation by Dr Anshul Thakur and Dr Elena Gal of the University Department of Engineering Science about the use of Artificial Intelligence and Large Language Models as research tools. Dr Susan Black of the University’s Careers Service then gave a talk and some welcome advice on honing interview skills.

In the first of two break-out workshops held after refreshments, Unit Group Leader Professor Charlotte Stagg led an interactive discussion about how to thrive at Oxford. In the second workshop, Unit Group Leader Professor Tim Denison chaired a session during which some of the Unit’s alumni offered their insights about thriving in careers in academia and industry outside of Oxford.

Professor Stagg, Chair of the Unit’s Training & Career Development Committee, commented “ The training and career development of all our members is hugely important to the Unit, and we were delighted to host another successful training event at St Hilda’s College. Unit members actively engaged in a wide range of sessions, and we were particularly pleased to welcome back some of our wonderful alumni to speak about their career paths after leaving the Unit. Thank you to all our speakers and to the Committee for all their hard work.”

Workshop in Sustainable Development Practice: Final Presentations

• Calendar / Outlook

The student teams in SIPA’s Workshop in Sustainable Development Practice ( the EPD Workshop ) have been working this year on cutting-edge projects with seventeen clients in over twenty-two countries. Notably, three of the projects involve SIPA alumni as clients, and five faculty advisors (as well as the workshop director) are alumni.  This year’s projects support climate resilience and AI innovations in agriculture, education, social entrepreneurship, private sector investment (including gender lens investing), post-conflict reintegration, renewable energy, and indigenous trade. On April 25 and April 26 , the teams will present highlights of their work in a hybrid conference hosted by SIPA.

Workshop clients, faculty advisors, members of the Columbia/SIPA community, SIPA alumni and the general public are warmly invited and encouraged to join any sessions of interest.

This event will be hosted in person (for CUID holders only) and online. Registration is required to receive a Zoom link.

This year's workshop clients Enabling Qapital, Fundación Corona, globalbike, Inc., International Trade Centre, Kazakhstan's Ministry of Science and Higher Education, Oxfam Indonesia, Open Development Cambodia, Pencils of Promise, Rwanda Social Security Board, Sawiris Foundation for Social Development, United Nations Development Programme, UN Department for Peace Operations, UN Resident Coordinator’s Office in Mongolia and Pakistan, Value for Women, World Economic Forum India, and World Food Programme's Regional Center of Excellence against Hunger and Malnutrition.

Click here to view the final presentation schedule.

The Workshop in Sustainable Development Practice is sponsored by the Economic and Political Development Concentration  at SIPA.

Contact Information

Part 1. Overview Information

National Institutes of Health ( NIH )

National Eye Institute ( NEI )

National Heart, Lung, and Blood Institute ( NHLBI )

National Human Genome Research Institute ( NHGRI )

National Institute on Aging ( NIA )

National Institute on Alcohol Abuse and Alcoholism ( NIAAA )

National Institute of Allergy and Infectious Diseases ( NIAID )

National Institute of Arthritis and Musculoskeletal and Skin Diseases ( NIAMS )

National Institute of Biomedical Imaging and Bioengineering ( NIBIB )

Eunice Kennedy Shriver National Institute of Child Health and Human Development ( NICHD )

National Institute on Deafness and Other Communication Disorders ( NIDCD )

National Institute of Dental and Craniofacial Research ( NIDCR )

National Institute of Diabetes and Digestive and Kidney Diseases ( NIDDK )

National Institute on Drug Abuse ( NIDA )

National Institute of Environmental Health Sciences ( NIEHS )

National Institute of General Medical Sciences ( NIGMS )

National Institute of Mental Health ( NIMH )

National Institute of Neurological Disorders and Stroke ( NINDS )

National Institute on Minority Health and Health Disparities ( NIMHD )

National Library of Medicine ( NLM )

National Center for Complementary and Integrative Health ( NCCIH )

National Cancer Institute ( NCI )

All applications to this funding opportunity announcement should fall within the mission of the Institutes/Centers. The following NIH Offices may co-fund applications assigned to those Institutes/Centers.

Office of Research on Women's Health ( ORWH )

Office of Data Science Strategy ( ODSS )

Special Note: Not all NIH Institutes and Centers participate in Parent Announcements. Candidates should carefully note which ICs participate in this announcement and view their respective areas of research interest and requirements at the Table of IC-Specific Information, Requirements and Staff Contacts website. ICs that do not participate in this announcement will not consider applications for funding. Consultation with NIH staff before submitting an application is strongly encouraged.

• August 31, 2022 - Implementation Changes for Genomic Data Sharing Plans Included with Applications Due on or after January 25, 2023. See Notice  NOT-OD-22-198 .
• August 5, 2022 - Implementation Details for the NIH Data Management and Sharing Policy. See Notice  NOT-OD-22-189 .

See Section III. 3. Additional Information on Eligibility .

The primary purpose of the NIH Mentored Clinical Scientist Research Career Development Awards (K08) program is to prepare qualified individuals for careers that have a significant impact on the health-related research needs of the Nation. This program represents the continuation of a long-standing NIH program that provides support and "protected time" to individuals with a clinical doctoral degree for an intensive, supervised research career development experience in the fields of biomedical and behavioral research, including translational research.

This Notice of Funding Opportunity (NOFO) is designed specifically for applicants proposing research that does not involve leading an independent clinical trial, a clinical trial feasibility study, or an ancillary clinical trial . Under this NOFO applicants are permitted to propose a research experience in a clinical trial led by a mentor or co-mentor. Those proposing a clinical trial or an ancillary clinical trial as lead investigator, should apply to the companion NOFO ( PA-24-181 ).

Not Applicable

All applications are due by 5:00 PM local time of applicant organization.

Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

It is critical that applicants follow the instructions in the Career Development (K) Instructions in the  How to Apply - Application Guide  except where instructed to do otherwise (in this NOFO or in a Notice from the  NIH Guide for Grants and Contracts ). Conformance to all requirements (both in the How to Apply - Application Guide and the NOFO) is required and strictly enforced. Applicants must read and follow all application instructions in the How to Apply - Application Guide as well as any program-specific instructions noted in  Section IV . When the program-specific instructions deviate from those in the How to Apply - Application Guide , follow the program-specific instructions.  Applications that do not comply with these instructions may be delayed or not accepted for review.

There are several options available to submit your application through Grants.gov to NIH and Department of Health and Human Services partners. You must use one of these submission options to access the application forms for this opportunity.

• Use the NIH ASSIST system to prepare, submit and track your application online.
• Use an institutional system-to-system (S2S) solution to prepare and submit your application to Grants.gov and eRA Commons to track your application. Check with your institutional officials regarding availability.
• Use Grants.gov Workspace to prepare and submit your application and eRA Commons to track your application.

Part 2. Full Text of Announcement

Section i. funding opportunity description.

The overall goal of the NIH Research Career Development program is to help ensure that a diverse pool of highly trained scientists is available in appropriate scientific disciplines to address the Nation's biomedical, behavioral, and clinical research needs. NIH Institutes and Centers (ICs) support a variety of mentored and non-mentored career development award programs designed to foster the transition of new investigators to research independence and to support established investigators in achieving specific objectives. Candidates should review the different career development (K) award programs to determine the best program to support their goals. More information about Career programs may be found at the  NIH Research Training and Career Development  website.

The objective of the NIH Mentored Clinical Scientist Research Career Development Award (K08) is to provide salary and research support for a sustained period of “protected time” (3-5 years) to support didactic study and/or mentored research for individuals with clinical doctoral degrees (e.g., MD, DDS, DMD, DO, DC, OD, ND, DVM, PharmD, or PhD in clinical disciplines). The K08 provides support for an intensive, mentored research career development experience in biomedical or behavioral research, including translational research. For the purpose of this award, translational research is defined as the application of basic research discoveries toward the diagnosis, management, and prevention of human disease. Individuals with a clinical doctoral degree interested in pursuing a career in patient-oriented research should refer to the NIH Mentored Patient Oriented Research Career Development Award (K23).

The K08 award may be used by candidates with different levels of prior research training and at different stages in their mentored career development. For example, a candidate with limited experience in a given field of research may use an award to support a career development experience that includes a designated period of didactic training followed by a period of closely supervised research experience. A candidate with previous research experience and training may not require extensive additional didactic preparation, and may use an award to support a career development experience that focuses on an intensive, supervised research experience.

Note: This Notice of Funding Opportunity (NOFO) is designed specifically for proposing research that does not involve leading an independent clinical trial, a clinical trial feasibility study, or an ancillary clinical trial. Under this NOFO are permitted to propose a research experience in a clinical trial led by a mentor or co-mentor. Those proposing a clinical trial or an ancillary clinical trial as lead investigator, should apply to the companion NOFO ( PA-24-181 ).

Special Note:  Because of the differences in individual Institute and Center (IC) program requirements for this NOFO, prospective applicants are strongly encouraged to consult the  Table of IC-Specific Information, Requirements and Staff Contacts , to make sure that their application is appropriate for the requirements of one of the participating NIH ICs.

See Section VIII. Other Information for award authorities and regulations.

Section II. Award Information

Grant: A financial assistance mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity.

The  OER Glossary  and the How to Apply - Application Guide  provides details on these application types.

Not Allowed: Only accepting applications that do not propose clinical trials.

Note: Applicants may propose to gain experience in a clinical trial led by a mentor/co-mentor as part of their research career development.

The number of awards is contingent upon NIH appropriations and the submission of a sufficient number of meritorious applications.

Other Award Budget Information

The participating NIH Institutes and Centers will provide salary and fringe benefits for the award recipient (see Table of IC-Specific Information, Requirements and Staff Contacts ). Further guidance on budgeting for career development salaries is provided in the  How to Apply - Application Guide . 

In addition, the candidate may derive additional compensation for effort associated with other Federal sources or awards provided the total salary derived from all Federal sources does not exceed the maximum legislated salary rate (see http://grants.nih.gov/grants/policy/salcap_summary.html ) and the total percent effort does not exceed 100%. See also NOT-OD-17-094 .

These funds may be used for the following expenses: (a) tuition and fees related to career development; (b) research-related expenses, such as supplies, equipment and technical personnel; c) travel to research meetings or training; and (d) statistical services including personnel and computer time.

Salary for mentors, secretarial and administrative assistants, etc. is not allowed.

NIH grants policies as described in the  NIH Grants Policy Statement  will apply to the applications submitted and awards made from this NOFO.

Section III. Eligibility Information

1. Eligible Applicants

Higher Education Institutions

• Public/State Controlled Institutions of Higher Education
• Private Institutions of Higher Education

The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:

• Hispanic-serving Institutions
• Historically Black Colleges and Universities (HBCUs)
• Tribally Controlled Colleges and Universities (TCCUs)
• Alaska Native and Native Hawaiian Serving Institutions
• Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)

Nonprofits Other Than Institutions of Higher Education

• Nonprofits with 501(c)(3) IRS Status (Other than Institutions of Higher Education)
• Nonprofits without 501(c)(3) IRS Status (Other than Institutions of Higher Education)

For-Profit Organizations

• Small Businesses
• For-Profit Organizations (Other than Small Businesses)

Local Governments

• State Governments
• County Governments
• City or Township Governments
• Special District Governments
• Indian/Native American Tribal Governments (Federally Recognized)
• Indian/Native American Tribal Governments (Other than Federally Recognized)

Federal Governments

• U.S. Territory or Possession
• Independent School Districts
• Public Housing Authorities/Indian Housing Authorities
• Native American Tribal Organizations (other than Federally recognized tribal governments)
• Faith-based or Community-based Organizations
• Regional Organizations

Non-domestic (non-U.S.) Entities (Foreign Organizations)  are not  eligible to apply.

Non-domestic (non-U.S.) components of U.S. Organizations  are not  eligible to apply.

Foreign components, as  defined in the NIH Grants Policy Statement ,  are allowed. 

Applicant Organizations

Applicant organizations must complete and maintain the following registrations as described in the How to Apply - Application Guide to be eligible to apply for or receive an award. All registrations must be completed prior to the application being submitted. Registration can take 6 weeks or more, so applicants should begin the registration process as soon as possible. Failure to complete registrations in advance of a due date is not a valid reason for a late submission, please reference NIH Grants Policy Statement 2.3.9.2 Electronically Submitted Applications for additional information.

• NATO Commercial and Government Entity (NCAGE) Code – Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
• Unique Entity Identifier (UEI) - A UEI is issued as part of the SAM.gov registration process. The same UEI must be used for all registrations, as well as on the grant application.
• eRA Commons - Once the unique organization identifier is established, organizations can register with eRA Commons in tandem with completing their Grants.gov registration; all registrations must be in place by time of submission. eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to submit an application.
• Grants.gov – Applicants must have an active SAM registration in order to complete the Grants.gov registration.

Program Directors/Principal  Investigators (PD(s)/PI(s))

All PD(s)/PI(s) must have an eRA Commons account.  PD(s)/PI(s) should work with their organizational officials to either create a new account or to affiliate their existing account with the applicant organization in eRA Commons. If the PD/PI is also the organizational Signing Official, they must have two distinct eRA Commons accounts, one for each role. Obtaining an eRA Commons account can take up to 2 weeks.

All PD(s)/PI(s) must be registered with ORCID . The personal profile associated with the PD(s)/PI(s) eRA Commons account must be linked to a valid ORCID ID. For more information on linking an ORCID ID to an eRA Commons personal profile see the ORCID topic in our eRA Commons online help .

Any candidate with the skills, knowledge, and resources necessary to carry out the proposed research as the Program Director/Principal Investigator (PD/PI) is invited to work with their mentor and organization to develop an application for support. Individuals from diverse backgrounds, including individuals from underrepresented racial and ethnic groups, individuals with disabilities, and women are always encouraged to apply for NIH support. See, Reminder: Notice of NIH's Encouragement of Applications Supporting Individuals from Underrepresented Ethnic and Racial Groups as well as Individuals with Disabilities , NOT-OD-22-019 . Multiple PDs/PIs are not allowed.

By the time of award, the individual must be a citizen or a non-citizen national of the United States or have been lawfully admitted for permanent residence (i.e., possess a currently valid Permanent Resident Card USCIS Form I-551, or other legal verification of such status).

Current and former PDs/PIs on NIH research project (R01), program project (P01), center grants (P50), or Project Leads of program project (P01), or center grants (P50), other major individual career development awards (e.g., DP5, K01, K07, K08, K22, K23, K25, K76, K99/R00), or Project Leads of program project (P01) or center grants (P50) or the equivalent are not eligible. Current and former PDs/PIs of an NIH Small Grant (R03), Exploratory/Developmental Grants (R21/R33), Planning Grant (R34/U34), Dissertation Award (R36), or SBIR/STTR (R41, R42, R43, R44) remain eligible, as do PD/PIs of Transition Scholar (K38) awards and individuals appointed to institutional K programs (K12, KL2). Candidates for the K08  award must have a clinical doctoral degree. Such degrees include, but are not limited to, the MD, DO, DDS, DMD, OD, DC, PharmD, ND (Doctor of Naturopathy), and DVM.  Individuals with the PhD or other doctoral degree in clinical disciplines such as clinical psychology, nursing, clinical genetics, speech-language pathology, audiology or rehabilitation are also eligible. Individuals holding the PhD in a non-clinical discipline who are certified to perform clinical duties should contact the appropriate Institute concerning their eligibility for a K08 award.

2. Cost Sharing

This NOFO does not require cost sharing as defined in the NIH Grants Policy Statement Section 1.2 Definitions of Terms . 

3. Additional Information on Eligibility

Applicant organizations may submit more than one application, provided that each application is scientifically distinct, and each is from a different candidate.

NIH will not accept duplicate or highly overlapping applications under review at the same time per  NIH Grants Policy Statement Section 2.3.7.4 Submission of Resubmission Application . An individual may not have two or more competing NIH career development applications pending review concurrently. In addition, NIH will not accept:

• A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission (A1) application.
• A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.
• An application that has substantial overlap with another application pending appeal of initial peer review. (See  NIH Grants Policy Statement 2.3.9.4 Similar, Essentially Identical, or Identical Applications ).

Candidates may submit research project grant (RPG) applications concurrently with the K application. However, any concurrent RPG application may not have substantial scientific and/or budgetary overlap with the career award application. K award recipients are encouraged to obtain funding from NIH or other Federal sources either as a PD/PI on a competing research grant award or cooperative agreement, or as project leader on a competing multi-project award as described in NOT-OD-18-157. 

At the time of award, the candidate must have a “full-time” appointment at the academic institution. Candidates are required to commit a minimum of 75% of full-time professional effort (i.e., a minimum of 9 person-months) to their program of career development. Candidates may engage in other duties as part of the remaining 25% of their full-time professional effort not covered by this award, as long as such duties do not interfere with or detract from the proposed career development program. 

Candidates who have VA appointments may not consider part of the VA effort toward satisfying the full time requirement at the applicant institution. Candidates with VA appointments should contact the staff person in the relevant Institute or Center prior to preparing an application to discuss their eligibility.

After the receipt of the award, adjustments to the required level of effort may be made in certain circumstances.  See NOT-OD-18-156   and NIH Grants Policy Statement , Section 12.3.6.4 Temporary Adjustments to the Percent Effort Requirement for more details.

Before submitting the application, the candidate must identify a mentor who will supervise the proposed career development and research experience. The mentor should be an active investigator in the area of the proposed research and be committed both to the career development of the candidate and to the direct supervision of the candidate’s research. The mentor must document the availability of sufficient research support and facilities. Candidates are encouraged to identify more than one mentor, i.e., a mentoring team, if this is deemed advantageous for providing expert advice in all aspects of the research career development program. In such cases, one individual must be identified as the primary mentor who will coordinate the candidate’s research. The candidate must work with the mentor(s) in preparing the application. The mentor, or a member of the mentoring team, should have a successful track record of mentoring individuals at the candidate’s career stage. The recruitment of women, individuals from underrepresented  racial and ethnic groups, and individuals with disabilities as potential mentors is encouraged.

The mentor(s) or mentoring team must demonstrate appropriate expertise, experience, and ability to guide the candidate in the organization, management and implementation of the proposed research and/or clinical trial.

The applicant institution must have a strong, well-established record of research and career development activities and faculty qualified to serve as mentors in biomedical, behavioral, or clinical research.

Section IV. Application and Submission Information

1. Requesting an Application Package

Buttons to access the online ASSIST system or to download application forms are available in Part 1 of this NOFO. See your administrative office for instructions if you plan to use an institutional system-to-system solution.

2. Content and Form of Application Submission

It is critical that applicants follow the instructions in the Career Development (K) Instructions in the  How to Apply - Application Guide  except where instructed in this notice of funding opportunity to do otherwise. Conformance to the requirements in the How to Apply - Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions may be delayed or not accepted for review.

For information on Application Submission and Receipt, visit Frequently Asked Questions – Application Guide, Electronic Submission of Grant Applications .

Page Limitations

All page limitations described in the How to Apply - Application Guide and the Table of Page Limits must be followed.

The following section supplements the instructions found in the How to Apply - Application Guide and should be used for preparing an application to this NOFO.

SF424(R&R) Cover

All instructions in the How to Apply - Application Guide must be followed.

SF424(R&R) Project/Performance Site Locations

Other Project Information

SF424(R&R) Senior/Key Person Profile Expanded

R&R Budget

PHS 398 Cover Page Supplement

PHS 398 Career Development Award Supplemental Form

The PHS 398 Career Development Award Supplemental Form is comprised of the following sections:

Candidate Research Plan Other Candidate Information Mentor, Co-Mentor, Consultant, Collaborators Environment & Institutional Commitment to the Candidate Other Research Plan Sections Appendix

Candidate Section

All instructions in the How to Apply - Application Guide must be followed, with the following additional instructions: 

Candidate Information and Goals for Career Development

Candidate’s Background

• Describe the candidate's commitment to a health-related research career. Describe all the candidate's professional responsibilities in the recipient institution and elsewhere and describe their relationship to the proposed activities on the career award.
• Describe prior training and how it relates to the objectives and long-term career plans of the candidate.
• Describe the candidate's research efforts to this point in their research career, including any publications, prior research interests and experience.
• Provide evidence of the candidate's potential to develop into an independent investigator.

Career Goals and Objectives​

• Describe a systematic plan: (1) that shows a logical progression from prior research and training experiences to the research and career development experiences that will occur during the career award period and then to independent investigator status; and (2) that justifies the need for further career development to become an independent investigator. 

Candidate’s Plan for Career Development/Training Activities During Award Period

• The candidate and the mentor(s) are jointly responsible for the preparation of the career development plan.  A career development timeline is often helpful.  
• The didactic (if any) and the research aspects of the plan must be designed to develop the necessary knowledge and research skills in scientific areas relevant to the candidate's career goals. 
• Describe the professional responsibilities/activities including other research projects beyond the minimum required 9 person months (75% full-time professional effort) commitment to the career award.  Explain how these responsibilities/activities will help ensure career progression to achieve independence as an investigator.

Research Plan Section

All instructions in the How to Apply - Application Guide must be followed, with the following additional instructions:

Research Strategy

• A sound research project that is consistent with the candidate’s level of research development and objectives of their career development plan must be provided. The research description should demonstrate the quality of the candidate’s research thus far and also the novelty, significance, creativity and approach, as well as the ability of the candidate to carry out the research.
• The application must also describe the relationship between the mentor’s research and the candidate’s proposed research plan.
• If the applicant is proposing to gain experience in a clinical trial, ancillary clinical trial or a clinical trial feasibility study as part of his or her research career development, describe the relationship of the proposed research project to the clinical trial.

Training in the Responsible Conduct of Research

• All applications must include a plan to fulfill NIH requirements for instruction in the Responsible Conduct of Research (RCR). See How to Apply - Application Guide for instructions.

Mentor, Co-Mentor, Consultant, Collaborators Section

Plans and Statements of Mentor and Co-mentor(s)

• The candidate must name a primary mentor who, together with the candidate, is responsible for the planning, directing, monitoring, and executing the proposed program.  The candidate may also nominate co-mentors as appropriate to the goals of the program.   
• The mentor should have sufficient independent research support to cover the costs of the proposed research project in excess of the allowable costs of this award. 
• Include a statement that the candidate will commit at least 9 person months (75% of full-time professional effort) to the career development program and related career development activities. 
• The application must include a statement from the mentor providing: 1) information on his/her research qualifications and previous experience as a research supervisor; 2) a plan that describes the nature of the supervision and mentoring that will occur during the proposed award period; 3) a plan for career progression for the candidate to move from the mentored stage of his/her career to independent research investigator status during the project period of the award; and 4) a plan for monitoring the candidate’s research, publications, and progression towards independence. 
• Similar information must be provided by any co-mentor.  If more than one co-mentor is proposed, the respective areas of expertise and responsibility of each should be described.  Co-mentors should clearly describe how they will coordinate the mentoring of the candidate. If any co-mentor is not located at the sponsoring institution, a statement should be provided describing the mechanism(s) and frequency of communication with the candidate, including the frequency of face-to-face meetings. 
• The mentor must agree to provide annual evaluations of the candidate’s progress as required in the annual progress report.
• If the candidate is proposing to gain experience in a clinical trial as part of his or her research career development, the mentor or co-mentor of the mentoring team must include a statement to document leadership of the clinical trial, and appropriate expertise to guide the applicant in any proposed clinical trials research experience.

Letters of Support from Collaborators, Contributors and Consultants

• Signed statements must be provided by all collaborators and/or consultants confirming their participation in the project and describing their specific roles. Unless also listed as senior/key personnel, collaborators and consultants do not need to provide their biographical sketches. However, information should be provided clearly documenting the appropriate expertise in the proposed areas of consulting/collaboration. 
• Advisory committee members (if applicable): Signed statements must be provided by each member of the proposed advisory committee.  These statements should confirm their participation, describe their specific roles, and document the expertise they will contribute.  Unless also listed as senior/key personnel, these individuals do not need to provide their biographical sketches. 

Environmental and Institutional Commitment to the Candidate

Description of Institutional Environment

• The sponsoring institution must document a strong, well-established research and career development program related to the candidate's area of interest, including a high-quality research environment with key faculty members and other investigators capable of productive collaboration with the candidate. 
• Describe how the institutional research environment is particularly suited for the development of the candidate's research career and the pursuit of the proposed research plan.
• Describe the resources and facilities that will be available to the candidate. 

Institutional Commitment to the Candidate’s Research Career Development

• The sponsoring institution must provide a statement of commitment to the candidate's development into a productive, independent investigator and to meeting the requirements of this award. It should be clear that the institutional commitment to the candidate is not contingent upon receipt of this career award. 
• Provide assurances that the candidate will be able to devote the required effort to activities under this award. The remaining effort should be devoted to activities related to the development of the candidate’s career as an independent scientist. 
• Provide assurances that the candidate will have access to appropriate office and laboratory space, equipment, and other resources and facilities (including access to clinical and/or other research populations, as applicable) to carry out the proposed research plan. 
• Provide assurance that appropriate time and support will be available for any proposed mentor(s) and/or other staff consistent with the career development plan.

Other Plan(s):

Note: Effective for due dates on or after January 25, 2023, the Data Management and Sharing Plan will be attached in the Other Plan(s) attachment in FORMS-H application forms packages.

• All applicants planning research (funded or conducted in whole or in part by NIH) that results in the generation of scientific data are required to comply with the instructions for the Data Management and Sharing Plan. All applications, regardless of the amount of direct costs requested for any one year, must address a Data Management and Sharing Plan.

Limited items are allowed in the Appendix.  Follow all instructions for the Appendix as described in the How to Apply - Application Guide ; any instructions provided here are in addition to the How to Apply - Application Guide instructions.

PHS Human Subjects and Clinical Trials Information

When involving NIH-defined human subjects research, clinical research, and/or clinical trials (and when applicable, clinical trials research experience) follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the How to Apply - Application Guide , with the following additional instructions:

If you answered “Yes” to the question “Are Human Subjects Involved?” on the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

• For NOFOs that do not allow independent clinical trials, do not complete Section 4 – Protocol Synopsis information or Section 5 - Other Clinical Trial-related Attachments.

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start).

All instructions in the SF424 (R&R) Application Guide must be followed.

PHS Assignment Request Form

Reference Letters

Candidates must carefully follow the How to Apply - Application Guide , including the time period for when reference letters will be accepted . Applications lacking the appropriate required reference letters will not be reviewed. This is a separate process from submitting an application electronically. Reference letters are submitted directly through the eRA Commons Submit Referee Information link and not through Grants.gov. 

3. Unique Entity Identifier and System for Award Management (SAM)

See Part 2. Section III.1 for information regarding the requirement for obtaining a unique entity identifier and for completing and maintaining active registrations in System for Award Management (SAM), NATO Commercial and Government Entity (NCAGE) Code (if applicable), eRA Commons, and Grants.gov

4. Submission Dates and Times

Part I.  contains information about Key Dates and Times. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. When a submission date falls on a weekend or Federal holiday , the application deadline is automatically extended to the next business day.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies) using ASSIST or other electronic submission systems. Applicants must then complete the submission process by tracking the status of the application in the eRA Commons , NIH’s electronic system for grants administration. NIH and Grants.gov systems check the application against many of the application instructions upon submission. Errors must be corrected and a changed/corrected application must be submitted to Grants.gov on or before the application due date and time.  If a Changed/Corrected application is submitted after the deadline, the application will be considered late. Applications that miss the due date and time are subjected to the NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications .

Applicants are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission.

Information on the submission process and a definition of on-time submission are provided in the How to Apply - Application Guide .

5. Intergovernmental Review (E.O. 12372)

This initiative is not subject to intergovernmental review.

6. Funding Restrictions

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement Section 7.9.1 Selected Items of Cost .

Pre-award costs are allowable only as described in the NIH Grants Policy Statement .

7. Other Submission Requirements and Information

Applications must be submitted electronically following the instructions described in the How to Apply - Application Guide . Paper applications will not be accepted.

Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.

For assistance with your electronic application or for more information on the electronic submission process, visit  How to Apply - Application Guide . If you encounter a system issue beyond your control that threatens your ability to complete the submission process on-time, you must follow the Dealing with System Issues guidance. For assistance with application submission, contact the Application Submission Contacts in Section VII.

Important reminders:

All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile form . Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH. See Section III of this NOFO for information on registration requirements.

The applicant organization must ensure that the unique entity identifier provided on the application is the same identifier used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in the How to Apply - Application Guide .

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review, NIH. Applications that are incomplete or non-compliant will not be reviewed.

Post Submission Materials

Applicants are required to follow the instructions for post-submission materials, as described in the policy .

Any instructions provided here are in addition to the instructions in the policy.

Section V. Application Review Information

1. Criteria

Only the review criteria described below will be considered in the review process.  Applications submitted to the NIH in support of the NIH mission are evaluated for scientific and technical merit through the NIH peer review system.

For this particular announcement, note the following : Reviewers should evaluate the candidate’s potential for developing an independent research program that will make important contributions to the field, taking into consideration the years of research experience and the likely value of the proposed research career development as a vehicle for developing a successful, independent research program.

Overall Impact

Reviewers should provide their assessment of the likelihood that the proposed career development and research plan will enhance the candidate’s potential for a productive, independent scientific research career in a health-related field, taking into consideration the criteria below in determining the overall impact score.

Reviewers will consider each of the review criteria below in the determination of scientific merit, and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact.

  Candidate

• Does the candidate have the potential to develop as an independent and productive researcher? 
• Are the candidate's prior training and research experience appropriate for this award? 
• Is the candidate’s academic, clinical (if relevant), and research record of high quality? 
• Is there evidence of the candidate’s commitment to meeting the program objectives to become an independent investigator in research? 
• Do the reference letters address the above review criteria, and do they provide evidence that the candidate has a high potential for becoming an independent investigator?

Career Development Plan/Career Goals and Objectives

• What is the likelihood that the plan will contribute substantially to the scientific development of the candidate and lead to scientific independence? 
• Are the candidate's prior training and research experience appropriate for this award?
• Are the content, scope, phasing, and duration of the career development plan appropriate when considered in the context of prior training/research experience and the stated training and research objectives for achieving research independence? 
• Are there adequate plans for monitoring and evaluating the candidate’s research and career development progress?
• If proposed, will the clinical trial experience contribute to the applicant's research career development?

Research Plan

• Are the proposed research questions, design, and methodology of significant scientific and technical merit?
• Is the prior research that serves as the key support for the proposed project rigorous?
• Has the candidate included plans to address weaknesses in the rigor of prior research that serves as the key support for the proposed project?
• Has the candidate presented strategies to ensure a robust and unbiased approach, as appropriate for the work proposed?
• Has the candidate presented adequate plans to address relevant biological variables, such as sex, for studies in vertebrate animals or human subjects?
• Is the research plan relevant to the candidate's research career objectives?
• Is the research plan appropriate to the candidate's stage of research development and as a vehicle for developing the research skills described in the career development plan?  
• If proposed, will the clinical trial experience contribute to the research project?

Mentor(s), Co-Mentor(s), Consultant(s), Collaborator(s)

• Are the qualifications of the mentor(s) in the area of the proposed research appropriate? 
• Does the mentor(s) adequately address the candidate’s potential and their strengths and areas needing improvement? 
• Is there adequate description of the quality and extent of the mentor’s proposed role in providing guidance and advice to the candidate? 
• Is the mentor’s description of the elements of the research career development activities, including formal course work adequate? 
• Is there evidence of the mentor’s, consultant’s, and/or collaborator’s previous experience in fostering the development of independent investigators? 
• Is there evidence of the mentor's current research productivity and peer-reviewed support? 
• Is active/pending support for the proposed research project appropriate and adequate? 
• Are there adequate plans for monitoring and evaluating the career development recipient’s progress toward independence?
• Are the mentor’s research qualifications, scientific stature, experience, and mentoring track record appropriate for the candidate's research career development needs?
• Are the nature and extent of the proposed mentorship adequate and appropriate, and is the commitment of the mentor(s) to the candidate's advanced research career development appropriate?
• Does the mentor(s) have a history of research productivity and support?
• If the applicant is proposing to gain experience in a clinical trial as part of his or her research career development, is there evidence of the appropriate expertise, experience, and ability on the part of the mentor(s) to guide the applicant during participation in the clinical trial?

Environment & Institutional Commitment to the Candidate

• Is there clear commitment of the sponsoring institution to ensure that the required minimum of the candidate’s effort will be devoted directly to the research described in the application, with the remaining percent effort being devoted to an appropriate balance of research, teaching, administrative, and clinical responsibilities? 
• Is the institutional commitment to the career development of the candidate appropriately strong? 
• Are the research facilities, resources and training opportunities, including faculty capable of productive collaboration with the candidate adequate and appropriate? 
• Is the environment for the candidate’s scientific and professional development of high quality? 
• Is there assurance that the institution intends the candidate to be an integral part of its research program as an independent investigator?

Protections for Human Subjects

For research that involves human subjects but does not involve one of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate the justification for involvement of human subjects and the proposed protections from research risk relating to their participation according to the following five review criteria: 1) risk to subjects, 2) adequacy of protection against risks, 3) potential benefits to the subjects and others, 4) importance of the knowledge to be gained, and 5) data and safety monitoring for clinical trials.

For research that involves human subjects and meets the criteria for one or more of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate: 1) the justification for the exemption, 2) human subjects involvement and characteristics, and 3) sources of materials. For additional information on review of the Human Subjects section, please refer to the Guidelines for the Review of Human Subjects .

Inclusion of Women, Minorities, and Individuals Across the Lifespan

When the proposed project involves human subjects and/or NIH-defined clinical research, the committee will evaluate the proposed plans for the inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion (or exclusion) of individuals of all ages (including children and older adults) to determine if it is justified in terms of the scientific goals and research strategy proposed. For additional information on review of the Inclusion section, please refer to the Guidelines for the Review of Inclusion in Clinical Research .

Vertebrate Animals

The committee will evaluate the involvement of live vertebrate animals as part of the scientific assessment according to the following three points: (1) a complete description of all proposed procedures including the species, strains, ages, sex, and total numbers of animals to be used; (2) justifications that the species is appropriate for the proposed research and why the research goals cannot be accomplished using an alternative non-animal model; and (3) interventions including analgesia, anesthesia, sedation, palliative care, and humane endpoints that will be used to limit any unavoidable discomfort, distress, pain and injury in the conduct of scientifically valuable research. Methods of euthanasia and justification for selected methods, if NOT consistent with the AVMA Guidelines for the Euthanasia of Animals, is also required but is found in a separate section of the application. For additional information on review of the Vertebrate Animals Section, please refer to the Worksheet for Review of the Vertebrate Animals Section.

Reviewers will assess whether materials or procedures proposed are potentially hazardous to research personnel and/or the environment, and if needed, determine whether adequate protection is proposed.

Resubmissions

For Resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.

For Revisions, the committee will consider the appropriateness of the proposed expansion of the scope of the project. If the Revision application relates to a specific line of investigation presented in the original application that was not recommended for approval by the committee, then the committee will consider whether the responses to comments from the previous scientific review group are adequate and whether substantial changes are clearly evident.

As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact score.

Resource Sharing Plans

Reviewers will comment on whether the Resource Sharing Plan(s) (i.e., Sharing Model Organisms ) or the rationale for not sharing the resources, is reasonable.

All applications for support under this NOFO must include a plan to fulfill NIH requirements for instruction in the Responsible Conduct of Research (RCR). Taking into account the level of experience of the candidate, including any prior instruction or participation in RCR as appropriate for the candidate’s career stage, the reviewers will evaluate the adequacy of the proposed RCR training in relation to the following five required components: 1) Format - the required format of instruction, i.e., face-to-face lectures, coursework, and/or real-time discussion groups (a plan with only on-line instruction is not acceptable); 2) Subject Matter - the breadth of subject matter, e.g., conflict of interest, authorship, data management, human subjects and animal use, laboratory safety, research misconduct, research ethics; 3) Faculty Participation - the role of the mentor(s) and other faculty involvement in the fellow’s instruction; 4) Duration of Instruction - the number of contact hours of instruction (at least eight contact hours are required); and 5) Frequency of Instruction – instruction must occur during each career stage and at least once every four years. Plans and past record will be rated as ACCEPTABLE or UNACCEPTABLE , and the summary statement will provide the consensus of the review committee. See also: NOT-OD-10-019 .

Select Agent Research

Reviewers will assess the information provided in this section of the application, including 1) the Select Agent(s) to be used in the proposed research, 2) the registration status of all entities where Select Agent(s) will be used, 3) the procedures that will be used to monitor possession use and transfer of Select Agent(s), and 4) plans for appropriate biosafety, biocontainment, and security of the Select Agent(s).

Authentication of Key Biological and/or Chemical Resources

For projects involving key biological and/or chemical resources, reviewers will comment on the brief plans proposed for identifying and ensuring the validity of those resources.

Budget and Period of Support

Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.

2. Review and Selection Process

Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s), in accordance with NIH peer review policies and practices , using the stated review criteria. Assignment to a Scientific Review Group will be shown in the eRA Commons.

As part of the scientific peer review, all applications:

• May undergo a selection process in which only those applications deemed to have the highest scientific and technical merit (generally the top half of applications under review) will be discussed and assigned an overall impact score.
• Will receive a written critique.

Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications. Following initial peer review, recommended applications will receive a second level of review by the appropriate national Advisory Council or Board.

• Scientific and technical merit of the proposed project as determined by scientific peer review.
• Availability of funds.
• Relevance of the proposed project to program priorities

3. Anticipated Announcement and Award Dates

After the peer review of the application is completed, the PD/PI will be able to access his or her Summary Statement (written critique) via the eRA Commons . Refer to Part 1 for dates for peer review, advisory council review, and earliest start date.

Information regarding the disposition of applications is available in the  NIH Grants Policy Statement Section 2.4.4 Disposition of Applications .

Section VI. Award Administration Information

1. Award Notices

If the application is under consideration for funding, NIH will request "just-in-time" information from the applicant as described in the  NIH Grants Policy Statement . This request is not a Notice of Award nor should it be construed to be an indicator of possible funding. 

A formal notification in the form of a Notice of Award (NoA) will be provided to the applicant organization for successful applications. The NoA signed by the grants management officer is the authorizing document and will be sent via email to the recipient’s business official.

Recipients must comply with any funding restrictions described in Section IV.6. Funding Restrictions . Selection of an application for award is not an authorization to begin performance. Any costs incurred before receipt of the NoA are at the recipient's risk. These costs may be reimbursed only to the extent considered allowable pre-award costs.

Any application awarded in response to this NOFO will be subject to terms and conditions found on the Award Conditions and Information for NIH Grants website. This includes any recent legislation and policy applicable to awards that is highlighted on this website.

Institutional Review Board or Independent Ethics Committee Approval: Grantee institutions must ensure that all protocols are reviewed by their IRB or IEC. To help ensure the safety of participants enrolled in NIH-funded studies, the recipient must provide NIH copies of documents related to all major changes in the status of ongoing protocols.

2. Administrative and National Policy Requirements

All NIH grant and cooperative agreement awards include the  NIH Grants Policy Statement as part of the NoA. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General  and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Recipients, and Activities , including of note, but not limited to:

• Federal-wide Standard Terms and Conditions for Research Grants
• Prohibition on Certain Telecommunications and Video Surveillance Services or Equipment
• Acknowledgment of Federal Funding

If a recipient is successful and receives a Notice of Award, in accepting the award, the recipient agrees that any activities under the award are subject to all provisions currently in effect or implemented during the period of the award, other Department regulations and policies in effect at the time of the award, and applicable statutory provisions. 

If a recipient receives an award, the recipient must follow all applicable nondiscrimination laws. The recipient agrees to this when registering in SAM.gov. The recipient must also submit an Assurance of Compliance ( HHS-690 ). To learn more, see Laws and Regulations Enforced by the HHS Office for Civil Rights website . 

HHS recognizes that NIH research projects are often limited in scope for many reasons that are nondiscriminatory, such as the principal investigator’s scientific interest, funding limitations, recruitment requirements, and other considerations. Thus, criteria in research protocols that target or exclude certain populations are warranted where nondiscriminatory justifications establish that such criteria are appropriate with respect to the health or safety of the subjects, the scientific study design, or the purpose of the research. For additional guidance regarding how the provisions apply to NIH grant programs, please contact the Scientific/Research Contact that is identified in Section VII under Agency Contacts of this NOFO.

In accordance with the statutory provisions contained in Section 872 of the Duncan Hunter National Defense Authorization Act of Fiscal Year 2009 (Public Law 110-417), NIH awards will be subject to System for Award Management (SAM.gov) requirements. SAM.gov requires Federal agencies to review and consider information about an applicant in the designated integrity and performance system (currently SAM.gov) prior to making an award. An applicant can review and comment on any information in the responsibility/qualification records available in SAM.gov. NIH will consider any comments by the applicant, in addition to the information available in the responsibility/qualification records in SAM.gov, in making a judgement about the applicant’s integrity, business ethics, and record of performance under Federal awards when completing the review of risk posed by applicants as described in 2 CFR Part 200.206 “Federal awarding agency review of risk posed by applicants.” This provision will apply to all NIH grants and cooperative agreements except fellowships.

3. Data Management and Sharing

Consistent with the 2023 NIH Policy for Data Management and Sharing, when data management and sharing is applicable to the award, recipients will be required to adhere to the Data Management and Sharing requirements as outlined in the NIH Grants Policy Statement . Upon the approval of a Data Management and Sharing Plan, it is required for recipients to implement the plan as described.

4. Reporting

When multiple years are involved, recipients will be required to submit the Research Performance Progress Report (RPPR) annually and financial statements as required in the NIH Grants Policy Statement . The Supplemental Instructions for Individual Career Development (K) RPPRs must be followed. For mentored awards, the Mentor’s Report must include an annual evaluation statement of the candidate’s progress.

A final RPPR, invention statement, and the expenditure data portion of the Federal Financial Report are required for closeout of an award, as described in the NIH Grants Policy Statement . NIH NOFOs outline intended research goals and objectives. Post award, NIH will review and measure performance based on the details and outcomes that are shared within the RPPR, as described at 2 CFR 200.301.

The Federal Funding Accountability and Transparency Act of 2006 as amended (FFATA), includes a requirement for recipients of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later.  All recipients of applicable NIH grants and cooperative agreements are required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over the threshold. See the NIH Grants Policy Statement for additional information on this reporting requirement. 

In accordance with the regulatory requirements provided at 2 CFR Part 200.113 and Appendix XII to 2 CFR Part 200, recipients that have currently active Federal grants, cooperative agreements, and procurement contracts from all Federal awarding agencies with a cumulative total value greater than $10,000,000 for any period of time during the period of performance of a Federal award, must report and maintain the currency of information reported in the System for Award Management (SAM) about civil, criminal, and administrative proceedings in connection with the award or performance of a Federal award that reached final disposition within the most recent five-year period.  The recipient must also make semiannual disclosures regarding such proceedings. Proceedings information will be made publicly available in the designated integrity and performance system (Responsibility/Qualification in SAM.gov, formerly FAPIIS).  This is a statutory requirement under section 872 of Public Law 110-417, as amended (41 U.S.C. 2313).  As required by section 3010 of Public Law 111-212, all information posted in the designated integrity and performance system on or after April 15, 2011, except past performance reviews required for Federal procurement contracts, will be publicly available.  Full reporting requirements and procedures are found in Appendix XII to 2 CFR Part 200 – Award Term and Condition for Recipient Integrity and Performance Matters.

5. Evaluation

In carrying out its stewardship of human resource-related programs, NIH may request information essential to an assessment of the effectiveness of this program from databases and from participants themselves. Participants may be contacted after the completion of this award for periodic updates on various aspects of their employment history, publications, support from research grants or contracts, honors and awards, professional activities, and other information helpful in evaluating the impact of the program.

Section VII. Agency Contacts

We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.

Because of the difference in individual Institute and Center (IC) program requirements for this NOFO, prospective applications  MUST  consult the  Table of IC-Specific Information, Requirements, and Staff Contacts , to make sure that their application is responsive to the requirements of one of the participating NIH ICs. Prior consultation with NIH staff is strongly encouraged.

eRA Service Desk (Questions regarding ASSIST, eRA Commons, application errors and warnings, documenting system problems that threaten on-time submission, and post-submission issues)

Finding Help Online:  https://www.era.nih.gov/need-help (preferred method of contact) Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

General Grants Information (Questions regarding application processes and NIH grant resources) Email:  [email protected]  (preferred method of contact) Telephone: 301-637-3015

Grants.gov Customer Support (Questions regarding Grants.gov registration and Workspace) Contact Center Telephone: 800-518-4726 Email:  [email protected]

See Table of IC-Specific Information, Requirements and Staff Contacts .

Examine your eRA Commons account for review assignment and contact information (information appears two weeks after the submission due date).

Section VIII. Other Information

Recently issued trans-NIH policy notices may affect your application submission. A full list of policy notices published by NIH is provided in the NIH Guide for Grants and Contracts . All awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Please note that the NIH Loan Repayment Programs (LRPs) are a set of programs to attract and retain promising early-stage investigators in research careers by helping them to repay their student loans. Recipients of career development awards are encouraged to consider applying for an extramural LRP award.

Awards are made under the authorization of Sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and under Federal Regulations 42 CFR Part 52 and 2 CFR Part 75.

Note: For help accessing PDF, RTF, MS Word, Excel, PowerPoint, Audio or Video files, see Help Downloading Files .

Home Blog Business How to Create and Present a Professional Development Plan

How to Create and Present a Professional Development Plan

Keeping yourself updated with recent trends and new methods used in your line of work is essential to avoid becoming obsolete. Like machines, technology, and processes, people can be outmoded by more efficient individuals in their field of work. Furthermore, a lack of initiative is often why many individuals might find themselves unable to climb the professional ladder. The key to avoiding such pitfalls is to set the right goals and focus on your professional development plan.

Why is Professional Development Important?

Professional development involves learning to enhance or maintain your professional value. Such as by acquiring a degree, undergoing formal or informal training, working with a mentor, etc. Individuals looking to develop their professional credentials actively might set professional development goals, develop a professional development plan, and pursue their desired targets through periodic evaluation.

You might need to reflect your desire for professional development at the workplace to climb the career ladder in various cases. For example, many organizations evaluate the desire for an individual to excel by performing a training needs assessment, setting annual goals for their employees (or allowing them to submit annual goals), and enabling them to take over additional responsibility with their immediate supervisor.

Professional development and the desire to excel can often be reflected in an individual’s attitude. Someone presenting a PowerPoint presentation for a 30-60-90-day plan reflects an individual’s plan for the first 3 months at the job and the desire to excel personally or its lack. Similarly, people actively engaged in seeking and making use of professional development opportunities at the workplace can often improve their chances of career success, such as undergoing optional training courses or voluntarily joining advisory groups.

What is a Professional Development Plan?

When working on your professional development plan, you will find many avenues that can lead you to career growth. There is no magical method to make a plan that can lead to certain success. However, you can start with a few basics and stick to the best course of action by following a few guidelines that can enable you to develop yourself as a robust candidate to stand out from the crowd when looking to move up the professional ladder.

Prioritize Your Professional Development Goals

Knowing what you want is essential to achieve what you need to. It is important to set your professional development goals to understand better the targets you intend to achieve. You can set goals based on some initial evaluation. Such as by researching a bit about your industry, analyzing the achievements of successful individuals, and set SMART goals.

Professional development goals might differ from one individual to another. Once your goals have been achieved, you can also add new goals. Your goals can be short-term, mid-term, and long-term. If you think you lack experience, you can start with short-term goals and refine them later. Someone at the start of their career might look to become an expert at their job. At the same time, someone who is well versed in their line of work might be looking to work in a senior position. You might also need to present a professional development plan when internally applying for a senior position or at least reflect your need to grow in the form of a formal PowerPoint presentation to score some interview marks.

Some job interviews also make it mandatory for candidates to present a plan or course of action to show how they can add value to the organization. It can help you gain a few extra marks during such a presentation if you appear to be looking to continue learning and enhancing your skills while adding value to the work you might do for the organization.

As you grow professionally, your goals will likely become more refined and clear. Showing you better avenues to explore in your professional endeavors.

Enhance Learning and Technical Capacity

Whether you are someone inexperienced at the workplace, at the bottom of the hierarchy, or an individual with several decades of experience, learning is a process that never ends. New processes, technologies, and methods are always on the horizon. Those unable to see the opportunity in them are often left behind. Over the years, many professionals have undergone radical change. Virtually every industry now has better technology, processes, and methods of performing different functions. Those who have been unable to keep up with changing times now find it hard to find work, let alone be successful in their career.

A glance at obsolete professions is sufficient to understand the need to learn and enhance your technical capacity. For example, how many people now use a typewriter? Does any professional photographer use a traditional camera anymore?

Learning and enhancing technical capacity is key to maintain and improve your professional credentials. This not only includes understanding the evolving environment of your industry but also being good at small things that weren’t expected a few years earlier. For example, regardless of their place in the hierarchy, employees are expected to be computer literate and capable of at least performing a few basic functions such as composing software, a printer, or even delivering a PowerPoint presentation when needed.

Identify Barriers and Solutions

Professional development is often not a straight road with a clear view of your destination but a route with several detours and difficult to maneuver pathways. It is quite likely that you would face several barriers when aiming to achieve your professional development goals. These can be anything from a lack of opportunity for growth, a toxic working environment hindering progress due to workplace-related politics to your inability to be as good at your job as others.

Identifying barriers is a good way to find suitable solutions. You can even take notes and write down the possible barriers hindering you from achieving your goals. Doing so can help you reflect on the need for adjusting your professional development plan.

Collaborate and Develop a Professional Network

Sometimes, people lack not skills or experience but rather a network that can help them excel. Several jobs require working in collaboration with others to produce a final output. A freelancer developing websites might also be expected to produce graphics for clients. However, he/she might not be good at the job and may require collaborating with a professional graphic designer to satisfy clients. Similarly, collaborating with people at the workplace or from your network can help you gain different perspectives and ideas to carry your work forward.

Many people remain in touch with former mentors, supervisors, or associates throughout their professional careers. This helps seek them out for help and advice in a professional capacity and act as a reference for a better career opportunity. People also like to work with trusted individuals who have credibility in the industry. If you are someone with a robust professional network, the chances are your reputation might precede you in a job interview, improving your chances of scoring a good job. Developing a professional network is also important to find better job opportunities, understand your profession’s changing nature, and build your professional repute in the industry.

Evaluate and Adjust for Course Correction

Imagine you are someone who trained as an IT support engineer providing hardware repair services for desktop computers a decade ago. At the time, you wanted to climb the professional ladder to become a supervisor but never achieved your goal. However, another individual with similar skills as yours underwent training for repairing handheld devices to excel at the workplace. In such a case, the chances are you missed an opportunity in the wake of evolving market needs and did not update your skills to understand handheld devices’ mechanics. Keeping in view this example, it is necessary to understand the need to constantly evaluate and adjust your professional development plan for course correction.

One of the biggest hurdles to professional development is a lack of initiative, powered by resistance to change. It can be difficult to accept that you might need to undergo cumbersome training and leave your comfort zone to learn something new. However, making a timely decision can enable you to achieve your long-term goals and remain relevant in your line of work.

Continuing Professional Development (CPD)

Continuing Professional Development (CPD) is the continuation of learning to ensure that you have the necessary knowledge and skills to perform your duties at the workplace. CPD is often a requirement in certain professions. People engaged in financial management, risk and safety management, and the healthcare industry.

Continuing Professional Development can include various activities such as work-related learning, formal education, being involved with professional bodies, self-directed learning, or even presenting PowerPoint presentations during conferences. Depending upon your line of work, you can provide evidence for CPD activities to meet the required standards of your industry.

How to Present a Professional Development Plan

Whether you need to present a professional development plan before your supervisor or need to deliver a PowerPoint presentation during a job interview, you can follow the steps mentioned below to create a suitable slide deck.

Know Your Goals

Your presentation must have specific, measurable goals that are achievable, relevant, and time-bound. If it is a presentation meant to gauge your future training needs or set goals by your supervisor, you might want to pick goals that can best suit your career growth. For job interviews, you will have to show a mix of your current skills and the desire to excel while maintaining a balance between the two. This is to ensure that you don’t appear as a novice when applying for a job.

Leverage Your Skills

When presenting a professional development plan, it is best to emphasize your strengths and what you’re good at, as well as the areas you intend to improve. An honest yet professional-looking plan is likely to ensure that you can show your desire to develop without undermining your competence during a presentation professionally. While a supervisor might be aware of your skillset, someone not familiar with your work should see you as a confident and competent individual looking to work hard to succeed.

Mention the Merits of Your Plan

Many organizations spend a hefty amount training employees each year. These organizations also expect the employees to use their professional development to add value to the workplace. It will be redundant for organizations to invest in individuals who move on to other opportunities in different organizations after they have reached their true potential. Similarly, employees that see development opportunities as mere extra work and a ‘waste of time’ are unlikely to benefit from them. Therefore, it is necessary to showcase that you can add value to the final output of the required work if you are given the opportunity for professional development.

Avoid Death by PowerPoint

Presentations can often be dull and boring. When designing your slide deck, you should try to create slides that are easy to grasp, to the point, and carry your presentation based on your knowledge rather than what’s written in text-heavy slides. You can also use a professional development plan template to create your slides with the visual aid of professionally designed layouts.

Final Words

Professional development is not just about clocking hours at training, workshops, or even at the workplace. What makes a professional development plan useful is the qualitative aspects of your efforts. Improving your understanding of evolving needs, applying what you have learned, and ensuring that your professional credentials remain abreast with market needs is essential.

To support your professional development goals, you can look to create a robust network of colleagues, coworkers, and friends who can help you out throughout your career. It is also important to mentor and supports others whenever possible. This will help your network grow and enable you to learn how to lead a team and keep you on your toes to be capable enough to guide the people who look up to you.

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A Leader’s Career Journey Comes Full Circle to Drug Development in BMS Hyderabad

At BMS, our people directly reflect the strength of our global footprint. Such is the case for Nataraj Kalyanaraman, who joined BMS in 2017. Nataraj began his BMS journey in the U.S., working on the Research and Development (R&D) strategy team in New Jersey. In 2022 he relocated to Lausanne, Switzerland to expand our drug development capabilities. Not only did he achieve this goal, Nataraj grew the organization, setting a strong foundation for drug development in Europe.

Now, Nataraj has come full circle to his homeland of India as Vice President, Head of BMS Hyderabad for Global Drug Development. In July 2023, he opened the doors to Drug Development at Hyderabad, where he leads a team of more than 450 Research & Development specialists. Nataraj shared his thoughts on what makes the culture at BMS unique, the traits that spell success for candidates seeking an R&D career with us, and the opportunities available at BMS Hyderabad.

A Culture Illuminated by Our North Star

When asked what differentiates the culture of BMS from that of other organizations, Nataraj stated enthusiastically: “Of everywhere I’ve worked,” he said, “BMS is grounded in interpersonal relationships, which has helped me tremendously.” He noted that our distinctly supportive culture can be experienced around the globe. “Whenever you walk into any BMS office, whether in New Jersey or Hyderabad,” said Nataraj, “you feel the same warm embrace. I think the culture comes across even during the interview and selection process.”

Nataraj believes that a support-minded culture underpins our company’s vision of transforming patients’ lives through science. “Our North Star is focused on the patient,” he said. “If you're trying to solve a big problem, trying to accelerate a clinical trial and face a roadblock, you can pick up the phone and ask for help. We are all dedicated to the same mission, which acts as a strong, unifying force.”

Drug Development Opportunity Calls. Who Should Apply?

Expansion of BMS Drug Development into Hyderabad has created interesting new career opportunities for those that align with our mission. Here, Nataraj shares three essential traits that he and his team look for in successful candidates.

First is a passion for health. “Whether for themselves, their families, or their friends, health is very personal to everybody,” remarked Nataraj. For candidates who are passionate about health, “now is an extraordinary time to be in pharma,” he said. “When I first started my career, our toolbox consisted of small molecules and biologics. That was it.” With today’s deeper understanding of genetics (as revealed by the Human Genome Project), we have “a whole host of ways to address a particular disease, and so many different kinds of modalities including cell therapy, and radioligand, antibody and gene therapy.”

The second trait that successful candidates share is intellectual curiosity. “We look for candidates who want to understand what we are doing,” he said, “but also why we are doing it, and are willing to challenge the status quo to some extent.”

Finally, successful candidates are those who can flourish in a global company. “Being able to interact with people of very different backgrounds and partner effectively is also important,” said Nataraj. “What we're building in Hyderabad is globally integrated. We partner together across one organization, so the ability to do that effectively is a critical skill.”

BMS Hyderabad: A Quickly Evolving Site with Immense Global Impact

“I grew up in India and left for the U.S. right after graduation,” shares Nataraj. “But if what we're building at BMS Hyderabad had existed then, I could have grown my career right here.” He believes that those seeking a drug development career in Hyderabad will find the opportunities particularly meaningful.

“Here, the sky’s the limit,” said Nataraj. “Part of our aspiration is to have a core set of capabilities that represent the entire drug development value chain. Nataraj remarks that by the end of 2024, the site will be one of the largest in the BMS network outside of the U.S. “By bringing together multiple pieces of drug development, technology and analytics under one roof, we can innovate substantially.”

He goes on to note that the newness of the site presents rare opportunities for this new team. “You don't get a chance to start an organization from scratch and grow it at this pace.” Furthermore, because the site is still so new, everyone has been there for less than one year. “You rarely have an organization where — regardless of background or industry tenure — everyone is coming in with a fresh set of eyes,” said Nataraj. “It gives us the ability to shape a culture that is remarkably collaborative, because everyone is in it together and has a unique opportunity to truly collaborate cross-functionally.”

Finally, Nataraj remarked that a spirit of joy is shared by all. “We want BMS Hyderabad to be a really fun place to work,” he said. “Everyone is incredibly optimistic, and our facilities are designed to energize us. We have the ability to bring people together, to celebrate our successes, and thrive in a culture where we can enjoy ourselves at work.”

Does the opportunity to do meaningful work across drug development while shaping a new BMS site excite you? Then explore available opportunities and bring your passion for transforming patients’ lives through science to BMS Hyderabad.

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Career planning and development powerpoint presentation slides

Select our content ready Career Planning And Development PowerPoint Presentation Slides for employee competency assessment. Use this employee development plan PowerPoint template to evaluate, monitor & observe succession career planning. The employee succession planning PowerPoint complete deck includes self-explanatory templates like succession & career planning overview, identify the critical position, employee competency & assessment grid, sample flowchart, modelling chart, key succession & career planning metrics, development of career plan, manage ongoing process, roadblocks of succession management, performance improvement plan, key development practices, succession planning backup summary, detailed format, to name a few. The employee development strategy presentation deck also assists HR managers to make decisions, set goals and take actions. Outline objectives of career development with the help of this high quality and easy to use succession planning in HRM presentation deck. Get access to this professionally designed employee performance development plan now and communicate your ideas more effectively. Our Career Planning And Development Powerpoint Presentation Slides deliver on their boasts. It actually facilitates ease of functioning.

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Presenting this set of slides with name - Career Planning And Development Powerpoint Presentation Slides. This exclusive deck with twenty-nine slides is here to help you to strategize, plan, analyze, or segment the topic. Utilize ready to use presentation slides on Career Planning And Development Powerpoint Presentation Slides with all sorts of editable templates, charts and graphs, overviews, analysis templates. You can change the colors, font, and text without any hassle to suit your business needs. Download PowerPoint templates in both widescreen and standard screen. The presentation is fully supported by Google Slides. It can be easily converted into JPG or PDF format.

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Slide 1 : This slide introduces Career Planning and Development. State Your Company Name and begin. Slide 2 : This is an Agenda slide. State your agendas here. Slide 3 : This slide shows Content of the presentation. Slide 4 : This slide presents Succession and Career Planning Overview. Slide 5 : This slide displays Identify the Critical Position that require succession planning along with the time frame. Slide 6 : This is another slide representing Identify the Critical Position in tabular form. Slide 7 : This slide showcases Employee Competency and Assessment Grid to identify individual’s performance and potential for the specific position in the coming future. Slide 8 : This slide shows Succession Plan Sample Flowchart defining designations and employee readiness to takeover that position. Slide 9 : This slide presents Succession Planning Modelling Chart describing various planning elements, objectives and necessary planning tools that are required for succession planning implementation. Slide 10 : This slide displays Key Succession & Career Planning Metrics describing- Potential, Risk of Loss, Key Succession Planning Metric, Readiness, Impact of Loss. Slide 11 : This slide represents Development of succession and career plan with data in percentage. Slide 12 : This slide showcases Manage Ongoing Process by assessing the employees on the basis of variety of factors to determine their readiness for succession planning. Slide 13 : This is another slide for Managing Ongoing Processes. Slide 14 : This slide shows Roadblocks to Succession and Career Planning. Slide 15 : This slide shows the action plan that needs to be followed in order to overcome Roadblocks in Succession and Career Planning. Slide 16 : This slide presents Performance Improvement Plan to train and develop the employees for future positions. Slide 17 : This slide displays Key Development Practices in tabular form. Slide 18 : This slide represents Evaluate, Monitor and Observe Succession Planning. Slide 19 : This slide showcases Succession Planning Backup Summary- Simple Format covering key positions for succession along with name of candidates and their relevant positions. Slide 20 : This slide shows Succession Planning Backup Summary- Detailed Format listing employee strengths and training and development needs for future job positions. Slide 21 : This slide displays icons for Career Planning and Development. Slide 22 : This slide is titled as Additional Slides for moving forward. Slide 23 : This is Our Mission slide with related imagery and text boxes. Slide 24 : This is Our Team slide with names and designation. Slide 25 : This is About Us slide to show company specifications etc. Slide 26 : This is a Venn slide with text boxes. Slide 27 : This is a Financial slide. Show your finance related stuff here. Slide 28 : This is a Location slide with maps to show data related with different locations. Slide 29 : This is a Thank You slide with address, contact numbers and email address.

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