A development action plan is a written outline of a skill, capability, or work area to develop, the actions that will support that growth, and how progress will be checked. Use the blank template below to turn a broad goal into practical steps, with clear measures, support, and review dates.
What a Development Action Plan Is
A development action plan makes improvement easier to act on and discuss. It connects a desired outcome—such as becoming more confident presenting—to specific learning activities, opportunities to practise, and evidence of progress. Plans are used in workplaces, education, volunteering, and personal goal setting. The details differ, but the basic purpose is the same: make development intentional rather than leaving it to chance.
The plan is a guide, not a guarantee or a fixed contract. It helps the person doing the development and any supporting manager, mentor, teacher, or colleague understand what they are aiming for and what help may be needed. It should be realistic enough to use, but flexible enough to change when priorities, opportunities, or circumstances change.
When to Use One
A development plan is useful when someone wants to build a capability over time and needs more structure than a general intention. It can support a career conversation, a new responsibility, a learning objective, or preparation for a different kind of work. It may also help a team agree what practice or support would make a development goal achievable.
- For a new responsibility: identify what the person needs to learn before or while taking on the task.
- For an existing skill: choose a specific area to strengthen, such as writing concise reports or facilitating discussions.
- For a learning program: connect course content to practical activities and follow-up.
- For personal development: set a manageable goal, decide how to practise, and review whether the approach is working.
A development action plan is not the same as a project plan. A project plan coordinates work to deliver a defined output; a development plan focuses on learning or capability, even if the practice happens during a project. It is also not automatically a performance improvement plan. If an organization has a formal process for performance concerns, its policies and documents may have different purposes and requirements.
What to Include
A useful plan contains enough detail for someone to take the next step and later judge whether progress occurred. It need not be long. A single priority with a few well-chosen actions can be more useful than a crowded list of ambitions.
- Development focus: name the skill, knowledge, or behavior to develop. Use a clear phrase rather than a vague label such as “leadership.”
- Desired outcome: describe what the person will be better able to do. An outcome might be “present a short project update to a group and answer questions clearly.”
- Actions: list concrete activities, including practice, feedback, observation, or learning resources.
- Evidence or measure: say what will show progress. Evidence could be a completed task, feedback against agreed criteria, or a demonstration of a skill.
- Timing: give actions and check-ins realistic dates or time periods.
- Support and resources: note who can help, what access is needed, and what time or materials are required.
- Review and next step: record what happened, what was learned, and whether to continue, revise, or close the goal.
Keep measures within the person’s influence where possible. A goal that depends entirely on being selected for a role or receiving a particular assignment may be difficult to evaluate fairly. The plan can instead track actions the person can take, such as requesting a practice opportunity or completing a defined learning activity, while noting external dependencies.
How to Build the Plan
- Choose one priority. Start with a capability that matters to the person’s current needs or a realistic next step. If several areas matter, rank them and begin with one or two.
- Describe the desired change. State what the person should be able to do, or do more effectively, by the review point. Concrete descriptions make it easier to choose useful activities.
- Check the starting point. Consider current experience, confidence, feedback, and opportunities to practise. A baseline does not need to be a formal score; a short description can be enough.
- Select varied actions. Combine learning with application. A person might read or attend a session, observe someone experienced, practise a task, and then ask for focused feedback.
- Set evidence and dates. Decide how progress will be recognized and schedule a check-in. Use a date that allows time for practice, not only completion of a course.
- Confirm support. Agree who will provide feedback, access, time, or a suitable opportunity. If the plan depends on another person, make that dependency visible.
- Review and adjust. At the agreed point, note what was completed and learned. Change the plan if the action was unsuitable, a new opportunity arose, or the goal no longer fits.
For example, “improve communication” is too broad to guide action. A more usable goal might be: “By the end of the next eight weeks, prepare and deliver a five-minute team update with a clear purpose, key points, and next steps.” Possible actions include reviewing a good example, drafting an outline, practising with a colleague, and asking the audience whether the main message was clear. The example is specific without requiring an artificial numerical rating.
Development Action Plan Template
How to use: Copy the table for each development focus. Add rows as needed, and agree on dates and support with the people involved.
| Development focus and desired outcome | Action step | Evidence of progress | Owner or support | Target date | Review notes or status |
|---|---|---|---|---|---|
Sample — fictional example: Focus and outcome: give clearer project updates. Action: prepare a short outline and practise it with a colleague before the next team meeting. Evidence: the update states the purpose, progress, and next steps; the colleague gives feedback on clarity. Owner or support: Jordan Lee, with feedback from fictional colleague Sam Rivera. Target date: 30 September. Review: practice completed; shorten the opening and try again at the next meeting.
Choosing Measures and Setting Realistic Dates
Measures should help answer a practical question: what would show that the person has learned or improved? A completed course can show participation, but by itself it may not show that someone can apply the learning. Pairing study with a work sample, demonstration, practice session, or specific feedback often gives a fuller picture.
Use evidence suited to the skill. A writing goal might use a revised document and feedback on its structure. A facilitation goal might use an observed meeting and notes on how the person invited contributions and kept the discussion on track. For a technical skill, a completed task may provide evidence, provided the task genuinely uses the capability being developed. Avoid measures that are hard to observe or that reward activity without showing learning.
Dates should make the plan actionable, not create false precision. Set a time to complete each meaningful step and a separate review point if the goal takes longer. Consider workload, access to practice, and the time needed to receive feedback. If a suitable opportunity is not available by the target date, record that constraint and agree on another way to practise rather than treating the delay as proof that development failed.
Reviewing Progress and Adapting
Review the plan at an agreed interval, such as after a meaningful practice opportunity or at a regular development conversation. The review should be a brief learning check, not just a status label. Ask what the person tried, what evidence is available, what felt easier or harder, and what support would help next. Record decisions so the next action is clear.
At review, there are several reasonable outcomes: continue with the same actions, increase the challenge, choose a different practice activity, revise the measure, or pause the goal because priorities have changed. A missed date can be useful information. It may point to an overambitious plan, lack of time, missing access, or an action that was not relevant. Identify the cause before deciding how to respond.
Feedback is most useful when it refers to observable behavior and the agreed goal. “You were great” may be encouraging but does not say what to repeat. “The opening explained the purpose, and the final summary made the next steps clear” gives more specific information. The person developing the skill should also be able to say what they noticed and what they want to try differently.
Common Problems and Practical Fixes
- The goal is vague. Replace labels like “be more confident” with a situation and behavior, such as volunteering to lead one defined part of a meeting and reflecting on the experience.
- There are too many priorities. Focus on a small number that can receive real practice and follow-up. Keep other ideas in a later list.
- Actions are only training. Add opportunities to apply the learning and receive feedback. Information is easier to retain when connected to a real task.
- Measures are subjective. Agree in advance what evidence will count, and use examples or criteria where possible. This makes reviews more consistent.
- Support is assumed. Name the person or resource needed and confirm availability. A plan depending on access to a task should identify who can help arrange that access.
- The document is never revisited. Put a review date on the calendar and keep notes short enough to maintain. A simple plan used regularly is more useful than a detailed plan filed away.
Frequently Asked Questions
What is a development action plan?
A development action plan is a written set of goals, learning or practice activities, evidence of progress, support, and review dates. It helps turn an intention to improve into steps that can be followed and discussed.
How many goals should a development plan have?
There is no universal number. Choose a manageable set that fits the time and support available. One clear priority may be enough for a short plan; add another only when each goal can receive meaningful attention.
What is the difference between a development plan and a performance plan?
A development plan focuses on building skills or capability. A performance plan may address work expectations or formal performance concerns, depending on an organization’s process. The terms and procedures vary, so check the relevant workplace guidance when a formal process is involved.
How often should a development action plan be reviewed?
Set a review point that matches the time needed to try the actions and gather evidence. Some goals can be checked after a single practice opportunity; longer-term goals may need periodic check-ins as well as a later review.
Can I use this template for personal development?
Yes. Replace workplace terms with your own focus, actions, evidence, and support. For example, a personal goal could involve practising a presentation, learning a new skill, or building a regular writing habit, with a realistic review date.
What should I do if I do not meet the target date?
Review why the date was missed and whether the goal or action still makes sense. Update the timing or support, choose a practical alternative, and record the revised next step rather than leaving the plan unchanged.