Onboarding, Managing & Supporting Postdocs | Office of Graduate and Postdoctoral Affairs

Onboarding, Managing & Supporting Postdoctoral Fellows

Supporting a Postdoctoral Fellow extends beyond the hiring and onboarding process. Faculty mentors, Principal Investigators, and department administrators play an important role in establishing a successful appointment, providing ongoing guidance and support, and ensuring that Postdoctoral Fellows have the resources they need to thrive at GW.

Introductory Appointment Period (IAP)

The Introductory Appointment Period (IAP) is the first 90 days following the date of appointment for Postdoctoral Fellows.

Principal Investigators (PIs) should schedule a meeting with the Postdoctoral Fellow around day 45, approximately halfway through the IAP, to discuss progress toward meeting performance expectations.

At the end of the 90-day period, the PI will meet with the Postdoctoral Fellow to discuss performance and progress. Before the discussion, the PI may ask the Postdoctoral Fellow to complete a self-assessment as part of the review. Following the discussion, the PI will formally communicate whether the Postdoctoral Fellow has successfully completed the Introductory Appointment Period.

Detailed onboarding information is available on the Welcome & Orientation Page.

Principal Investigators typically serve as both managers and faculty mentors for Postdoctoral Fellows. In their role as managers, PIs are responsible for the administrative and supervisory aspects of the appointment, including the Introductory Appointment Period, performance management, time-off approvals, and communicating expectations. As faculty mentors, PIs provide research guidance, professional mentorship, career development support, and feedback throughout the postdoctoral appointment.

PIs should review GW's Manager Toolkit for additional guidance on their responsibilities as managers and supervisors.

Performance Management and Annual Reviews

All postdocs participate in the annual GW Performance Management process. Individual postdocs will work with their faculty mentors to align their professional goals with one or more of six core competencies outlined by the National Postdoc Association:

Discipline-specific conceptual knowledge
Research skill development
Communication skills
Professionalism
Leadership and management skills
Responsible conduct of research

Performance management is a continuous process. Postdocs should communicate openly and often with their faculty mentors to discuss performance and progress throughout the year. Postdocs are encouraged to touch base with their faculty mentor to clarify expectations, get feedback on their progress, and seek mentoring on development.

Each year, postdocs will have at least two formal check-ins with their faculty mentor to document progress and get input:

A midpoint check-in to discuss progress and get feedback
A final check-in that includes a performance rating for the year

Check-in discussions encourage ongoing communication between a postdoc and their faculty mentor about performance and development and provide a way to clarify expectations. They also give a faculty mentor an opportunity to provide coaching and recognize a postdoc’s contributions.

For additional guidance, please refer to:

Individual Development Plans (IDP)

Postdoctoral Fellows are highly encouraged to develop an Individual Development Plan (IDP) and update it at least annually. An IDP provides a framework for identifying professional and career goals, establishing strategies to achieve those goals, and discussing development priorities with a faculty mentor.

PIs and Postdoctoral Fellows are encouraged to use the IDP as a tool for ongoing mentoring and career development. Discussions about the IDP can help identify professional development opportunities, clarify career goals, and establish actionable goals for the postdoctoral appointment.

Some sponsored projects, including those funded by the National Institutes of Health (NIH), may require faculty to report on the use of IDPs for graduate trainees and postdocs as part of annual progress reporting. PIs should consult the requirements of their specific funding source.

Several IDP tools are available, and the most appropriate tool may vary by discipline and career goals.

IDP Resources

myIDP — A free, web-based career planning tool for PhD students and postdocs in the sciences.
ImaginePhD — A free online career exploration and planning tool for PhD students and postdoctoral scholars in the humanities and social sciences.
National Postdoctoral Association Guide to Using an Individual Development Plan — Guidance for navigating the IDP process.
GW Fillable IDP — A basic IDP template that can be used across disciplines.

Mentoring

The postdoctoral experience is a crucial phase of career development. GW makes every effort to empower postdocs to enhance their research expertise, acquire new skills, and work independently on innovative projects.

Postdoc mentors are instrumental in guiding and supporting postdocs throughout their tenure at the university. Mentors inspire postdocs to strive for excellence in their scholarly pursuits and provide valuable advice and resources that help postdocs successfully transition into their future careers in academia, government, or industry.

Effective mentorship not only benefits postdocs but also contributes to the success of GW and its research mission.

AAMC Compact Between Postdoctoral Appointees and Their Mentors: The AAMC created the compact to assist in initiating conversations around the postdoctoral trainee and mentor relationship. This publication also highlights core tenets of postdoctoral training.
National Postdoctoral Association Mentoring: The National Postdoctoral Association (NPA) has put together links to support mentors and postdoctoral trainees to help optimize this experience.
Center for the Improvement of Mentored Experiences in Research: The Center for the Improvement of Mentored Experiences in Research (CIMER) provides resources and evidence-based training to support and foster strong research mentoring relationships throughout all career stages.
National Research Mentoring Network: The National Research Mentoring Network (NRMN) provides a network for implementing and disseminating innovative, evidence-based best practices to improve mentoring relationships.
American Psychological Association Introduction to Mentoring: A general guide created by a task force for mentors and trainees who are interested in engaging in professional developmental relationships.
The Science of Effective Mentoring in STEMM: Podcasts, publications, and an interactive mentoring guide from the National Academies of Science, Engineering and Medicine.
GW School of Medicine and Health Sciences Mentorship Challenges: The GW School of Medicine and Health Sciences (SMHS) Research Workforce Development Office has put together a helpful guide to challenging scenarios mentors and postdoctoral trainees may face during their appointment and how to successfully navigate if such situations arise.

Resources for Early-Career Scientists (Chapter 5: Mentoring and Being Mentored), Howard Hughes Medical Institute
Mentoring (ORI HHS)

Some sponsors, including NIH and NSF, require individualized mentorship plans as part of any project proposal where funds will be used to support postdoctoral researchers. NSF mentoring activities template can be found at NSF page and the NIH grant mentoring Information is located at NIH page.

GW offer's numerous resources to support the postdoc community. Please submit additional resources ot be added to postdocsupportgwu [dot] edu.

Networking

In addition to a primary mentor/supervisor, postdocs should begin to build a network of peers, near-peers, and distinguished scholars and researchers that can provide diverse perspectives on the postdoc experience and career development. The Postdocs’ Guide to Gaining Independence, made available by the National Institutes of Health National Institute of Allergy and Infectious Diseases, provides networking tips.

National Center for Professional Development and Diversity

GW is an Institutional Member of the National Center for Faculty Development and Diversity (NCFDD). The NCFDD is an independent faculty development center dedicated to supporting academics in making successful transitions throughout their careers. All GW postdocs have access to member resources, including webinars, discussion forums, writing challenges and accountability resources. Visit the GW Faculty Affairs website to learn how to access NCFDD.

LinkedIn Learning

GW affiliates have unlimited access to one of the top professional growth tools in the field. With LinkedIn Learning, you can learn new skills by taking a variety of workshops that are right at your fingertips.

Additional Linkedin Learning topics can be accessed via Gelman Library and their linkedin learning page. Accessible via their A-Z Databases.

Talent@GW Learning

Take advantage of Talent@GW - Learning to learn new skills and develop abilities that will help you in your career. Select “Browse for Training” under the Learning menu.

Resources for Biomedical Postdocs

The School of Medicine and Health Sciences website lists professional development opportunities and resources for postdocs on a biomedical research career path.

GW Center for Teaching Excellence

GW's Center for Teaching Excellence provides training, support, and resources for educators at GW, including postdoctoral fellows with teaching responsibilities.