ARCHIVED - Career Assignment Program Policy (Archived)

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1. Effective date

This policy is effective April 1, 2000. It amends and replaces the previous policy on the Career Assignment Program (CAP) dated April 1, 1999.

2. Policy objective

To contribute to the creation of a high-quality, representative and bilingual feeder group for executive positions in the federal Public Service.

3. Policy statement

Treasury Board is committed to the development and renewal of the managerial and leadership cadre in order to better serve Canadians and achieve government priorities. It is Treasury Board policy to provide for accelerated development and advancement of a selected number of highly qualified individuals with demonstrated executive potential through a continuum of corporately managed development programs, from the entry level to the Director General level.

Program objective

The objective of the CAP is to ensure that its graduates attain managerial and leadership excellence required for successful performance at pre-executive and executive levels.

This will be achieved through:

• A merit-based selection process;
• A defined learning curriculum that reflects corporate needs and values;
• Language training to the CBC level;
• Relevant and challenging work assignments;
• Career counselling to assist participants identify and acquire needed learning;
• A regular performance review;
• Promotion based on standards of competence.

4. Application

This policy applies to departments and agencies listed in Schedule I, Part 1 of the Public Service Staff Relations Act.

5. Policy requirements

The Treasury Board establishes the CAP consistent with the human resource planning and succession needs for the Executive group of the Public Service, and consistent with the learning needs of the executive and managerial cadre. The Public Service Commission of Canada (PSC) administers the program on behalf of the Treasury Board, and the Canadian Centre for Management Development (CCMD) develops and manages the learning component. Participation in the CAP is voluntary and is open to federal government departments, to non-PSEA (Public Service Employment Act) organizations such as Crown corporations, separate employers and special operating agencies, along with other levels of government.

Departments

Deputy heads of departments wishing to participate in the program are required to:

• Create CA positions;
• Identify and appoint CAP participants to departmental CA positions in co-operation with the PSC through a competitive process;
• Ensure, in co-operation with the PSC, that a personalized development plan is developed for CAP participants; the development plan identifies developmental needs and appropriate assignments, and formal and informal development activities;
• Provide assignments consistent with the objectives of the CAP;
• Ensure arrangements are made for language training, as required;
• Ensure that participants are evaluated annually against performance and learning objectives outlined in the assignment plan;
• Ensure that promotion boards are scheduled in a fashion that facilitates the timely promotion of qualified participants;
• Ensure that remuneration is consistent with the Salary Administration Policy for the Career Assignment Program Group; and,
• Ensure that participants are re-integrated into the department upon completion or termination of the program.

Other participating organizations

Organizations participating in the CAP, that are not under the Public Service Staff Relations Act or the Public Service Employment Act, have the same responsibilities as departments, except that candidates are not appointed to CA positions.

6. Roles and responsibilities

Shared Responsibility

All parties are responsible to share information and work together with a view to achieving program results and protecting program integrity. While specific organizational roles and responsibilities are described in this policy, it is recognized that certain aspects of program management entail shared responsibility and collaboration of the partners.

Examples of TBS, PSC and CCMD shared responsibilities include:

• Program design initiatives that have implications for program delivery in the partner organizations;
• Commitment and continuity of program delivery. For example, changes to respective roles and responsibilities are to be made only as a result of negotiations with partners;
• Program entrance issues, such as timing of new intakes and entry requirements;
• Ensuring ongoing relevancy of the formal educational component content;
• Revisions to program components which impact the cost of program delivery; and
• Learning enhancement activities, including coaching, mentoring, professional development days, and other special events requiring collaboration and coordination between the partners.
• This is not meant to be an exhaustive list and further areas of shared responsibility will be dealt with in ongoing discussions between the parties.

Treasury Board of Canada Secretariat (TBS)

Manages and delivers the components of the program as follows:

• In accordance with the results framework, facilitates collaborative management of the programs;
• Provides policy leadership by establishing program goals and objectives, and identifying expected results;
• Seeks approval for financial resources to ensure program is adequately funded to achieve program objectives , and reports to TB Ministers as appropriate;
• Develops and approves Terms and Conditions of Employment, pay administration policy and classification structure for the program;
• As part of collaborative management process, addresses trends, issues and effectiveness and efficiency of programs through discussions, reports and budget reviews;
• Evaluates and monitors the achievement of overall program objectives; and
• Ensures departments contribute their share to the achievement of the program objectives.

Public Service Commission of Canada (PSC)

Manages and delivers the components of the program as follows:

• Develops operation guidelines and criteria;
• Marketing, communication and promotion of overall program both within and outside the federal public service;
• Establishes standards of competence for entry, promotion and EX-01 ready pre-qualification;
• Develops tools and guidelines to identify, assess and select participants to the program, promote while on the program and pre-qualify as EX-01 ready at graduation;
• Provides advice, guidance and training to departments and participating organizations in the selection and promotion processes;
• Language training for participants;
• Preparation of personal learning, career development and assignment plans;
• All aspects of assignment phase (e.g. assignment identification and plans, formal agreement, ongoing monitoring, participant support, and follow-up);
• Program completion (e.g. graduation, early exit, termination);
• Facilitates the placement of graduates; and
• Reports to TBS on an annual basis in accordance with results framework.

Canadian Centre for Management Development (CCMD)

Manages and delivers the program components as follows:

• Design and delivery of the formal educational component using a variety of methods including classroom setting, field work, technology-assisted learning and study tours;
• Delivery of CAP Day;
• Communication with clients regarding the educational component; and
• Reporting to TBS on an annual basis in accordance with results framework.

Participants

• Develop and implement, with the assistance of the PSC learning advisor, personalized learning plans and actively participate in the educational component of the program;
• Seek out assignments and establish work objectives consistent with their personalized learning plan;
• Attend and complete language training;
• Take full advantage of developmental opportunities to advance their learning and carry out assignments with performance that is fully satisfactory or better;
• Actively seek out feedback on their performance and competencies;
• Maintain communication with their home department and PSC learning advisors;

and

• Relocate, if required, to achieve learning objectives.

7. Operating principles

The program will operate in a manner that addresses the generic learning needs of Public Service leaders and managers as outlined in the policy on Development of Supervisors, Managers and Executives. By assisting the development of Public Service managers and leaders, CAP will serve as one of the means of implementing the government's learning and renewal agenda.

In both its design and delivery, the CAP will promote respect for diversity, representativeness, equal opportunity of access to members of employment equity groups, and the merit principle. The contents of the program will reflect the values of the federal Public Service and Canadian society, promote professionalism and mobility, and focus on results. Participants will normally spend a maximum of four years in the program, excluding the time spent on language training. For more detailed information on the program's operating principles, see Appendix A of this policy.

8. Terms and conditions of employment

The terms and conditions of employment that apply to the CA group are those specified in the Treasury Board's Terms and Conditions of Employment Policy, Appendix A - Public Service Terms and Conditions of Employment Regulations as well as in the PA collective agreement.

9. Monitoring, audits, reports, and evaluations.

Assessment of program effectiveness will be done through the review and analysis of the annual reports submitted by the PSC and CCMD to TBS, through periodic independent audit and evaluation, and as described in the Results Framework for the program.

The CAP Collaborative Management Committee will report to Deputy Ministers once a year. It is recognized that the CAP Program also provides information and reports to the Committee of Senior Officials (COSO), the Treasury Board Secretariat Advisory Committee (TBSAC), the CAP Program Advisory Committee members, and other stakeholders as required.

PSC and CCMD are to maintain comprehensive records as would normally be required for monitoring, evaluation and audit purposes.

TBS will conduct periodic reviews of the application of the Salary Administration Policy for the CAP Group in participating departments.

10. References

Authority

Financial Administration Act, section 11(2)(d).

Legislation

Public Service Staff Relations Act

Financial Administration Act

Public Service Employment Act

Treasury Board of Canada Secretariat publications

Salary Administration Policy for the Career Assignment Program Group. April 1, 1999

Development of Supervisors, Managers and Executives (August 16, 1993)

Framework for Good Human Resource Management

Public Service Commission publications

Career Assignment Program, Preparing for Tomorrow. 1998

Canadian Centre for Management Development publications

Continuous Learning. A CCMD Report. May, 1994

Educational Component of the Career Assignment Program - Passport to Leadership. 2000

The Leadership Network publications

Building on Dialogue: The Leader's Kit for managers, Supervisors and Employees. 1998.

The Leadership Network. Fact Sheet. June 9, 1998.

Tools for Leadership and Learning, Building a Learning Organization. 1998

11. Enquiries

Please direct enquiries about this program to the departmental CAP liaison officers in departmental headquarters who, in turn, may seek interpretations from:

On policy

On program administration and management issues

On the educational component of the program:

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Appendix A - Program Operating Principles

Operating principles

The program will operate in a manner that addresses the generic learning needs of Public Service leaders and managers as outlined in the policy on Development of Supervisors, Managers and Executives. By assisting the development of Public Service managers and leaders, CAP will serve as one of the means for implementing the government's learning and renewal agenda.

In both its design and delivery, CAP will promote respect for diversity, representativeness, equal opportunity of access to members of employment equity groups, and the merit principle. The contents of the program will reflect the values of the federal Public Service and Canadian society, promote professionalism and mobility, and focus on results. Annual intake will be about 60 federal government participants and about 20 participants from other organizations. Participants will normally spend a maximum of four years in the program, excluding the time spent on language training. The intake may vary depending on the availability of departmental positions, expressed interest in participation and program operating capacity. Candidate selection and appointment, learning, development and promotions will operate in accordance with the following principles.

Selection and appointment

The program is open to federal government and non-federal government employees (i.e. not covered by the PSEA) who demonstrate executive potential and meet knowledge, experience, personal suitability, linguistic and security requirements as specified on the statement of qualifications for CAP positions. The linguistic requirement applies to federal government participants only. Criteria for entry to CAP as specified in the statement of qualifications, represent a minimum corporate requirement and may be enhanced with additional criteria to address the needs of departments. Successful applicants will be appointed to a CA position for which they apply and qualify. Thereafter, terms and conditions stipulated in the CAP Salary Administration Policy will apply. Candidates from non-federal government organizations are not subject to the Salary Administration Policy for the CAP Group.

Language training

To align CAP with other management development programs and with requirements for executive staffing, participants are required to attain the CBC level of proficiency in their second official language. Those not meeting the language requirement at the time of selection will have two years from the time of appointment to a CA position to attain the CBC language profile. Rules for non-imperative staffing apply as well as the following TB policies: the Policy on Language Training and the Policy on the Staffing of Bilingual Positions. Whenever feasible, CAP participants will undertake language training prior to their first CAP assignment PSEA organizations must ensure that participants they receive from non-PSEA organizations possess the second official language proficiency required for the assignments given to these participants. If the PSEA organizations wish to provide language training to these participants, the receiving organization will have to provide it from its own budget since such training is non-statutory in nature.

Participants who fail to attain the CBC level of proficiency after language training will no longer be part of the program and will normally be deployed out of the CA group into a position in their home department. Time spent on language training will not count as time spent on the program.

Learning and development

Participants in the program are expected to acquire knowledge and successful experience in some of the six executive-level core functions and fourteen director level leadership competencies that Public Service managers and leaders need to effectively perform their jobs. The learning and development in the program occur through an educational component designed and delivered by CCMD; other recommended CCMD and PSC courses; other formal learning activities as identified by CCMD, PSC, or by departments; work assignments; and other activities conducive to the development of knowledge, management skills, experience and leadership competencies required to perform at pre-executive and executive levels. These include participation in optional or required learning events, networking, mentoring, peer support and guidance from PSC learning advisors.

Educational component

The learning curriculum for CAP is a mandatory six-week program that will be delivered during the first eighteen months in the program. It will address the generic learning needs of Public Service managers and leaders.

The objectives of the curriculum are: (a) to enable participants to appreciate the regional diversity of the country and its implications for governance, public policy, service delivery and renewal; (b) to facilitate their understanding of the challenges facing the Public Service; and (c) to assist them in developing a vision of their place in the Public Service and the contribution they can make to improving the quality of life of Canadians.

The content of the educational component:

• Concentrates on the relationship between leadership and learning and the broad context within which the government and the Public Service operate;
• Focuses on Canada in the international context; governance and the changing role of government; relationships with aboriginal peoples; policy development and key policy issues facing government; and
• Emphasizes citizen-focused service; results and accountability management; risk and innovation; Public Service reform; and human resources management.

The CCMD curriculum provides corporate context for participants' development. They will be expected to take personal responsibility for learning and to apply what is learned in the work environment. In order to foster mobility and interchange, the curriculum will be delivered in a variety of modes and settings across the country, ranging from traditional classroom teaching to action learning and study tours. The CCMD learning component will also focus on career planning and the use of personalized learning plans.

Personalized learning plans

Learning and development in the CAP are tailored to the needs of individual participants but must be consistent with the generic learning requirements outlined in the Policy on Development of Supervisors, Managers and Executives. The purpose of the personalized learning plans is (a) to direct individual development towards an efficient and effective use of learning opportunities and corporate resources; and (b) to provide a baseline against which to monitor participants' progress in achieving their developmental objectives.

Personalized learning plans will identify:

• Individual development needs,including knowledge, functional experiences and competencies that need to be developed;
• Activities (i.e. types of assignments, courses, workshops, mentoring, learning through others, other learning) through which these learning needs will be addressed; and
• Timelines for the attainment of identified learning objectives.

Assignments

On-the-job learning through relevant and challenging work assignments is the central aspect of the CAP. The purpose of the work assignments is to enable participants to acquire the necessary knowledge, skills and competencies and to gain successful experiences in various managerial functions as identified in the assignment plan. Appointments to the senior executive level usually require that individuals have had certain kinds of experience during their career. Ideally, these would include:

• Line Operations
• Policy Development
• Central Agency
• Regional Operations
• Central or Corporate Services
• Exposure to the Political Level

CAP assignments should, therefore, provide experience in some of those functions that participants do not currently possess. CAP assignments should be of an appropriate scope, complexity and duration (normally 12 to 18 months). Performance on each assignment will be evaluated and considered in promotion decisions. The assignment supervisor, the CAP participant and the PSC learning advisor will jointly decide on performance objectives for each assignment. The assignment objectives identify the work functions participants will perform on the assignment, define expected work results and timelines. The assignment objectives should complement those from the personalized learning plans and should enable the development of identified leadership competencies.

Promotion on the program

Promotions and performance pay will be used to acknowledge and reward successful performance in the program. Promotion boards will be held in departments at least once a year. They will include home department representatives from the executive category and a representative from human resources. A PSC Learning Advisor may provide advice on the assessment process, but will not participate in the evaluation of participants.

To be considered for promotion in the program, participants normally will have completed all three phases of the formal learning curriculum, demonstrate fully satisfactory performance on assignments in relation to their objectives; and, meet the experience requirement of the CA-02 statement of qualifications. An assignment normally will be at least 12 months long. Participants with less than fully satisfactory performance on assignments are expected to address the gap prior to proceeding to a promotion board.

Promotion decisions will be based on individual merit. Participants will be assessed against the knowledge, skills and leadership competencies identified in the CAP developmental framework.

Leave without pay

When participant requests leave without pay for periods less than a year, all parties (i.e. participant, home department and PSC) should agree beforehand on a re-integration plan. Normally, the participant should expect to be accepted back into the program with an appropriate extension of time. When participant requests leave without pay for periods beyond one year, all parties (i.e. participant, home department and PSC) should agree beforehand on a re-integration plan. Upon return, the initial re-integration plan is subject to review by all parties, with the home department having the final decision on continued participation.

Program completion

Although the actual learning curriculum, duration and progress in the program will vary from one CAP participant to another, they will normally complete the program after a maximum of four years excluding any official language training.

To complete the program, participants are required to:

• Complete the CCMD learning curriculum for CAP and other courses requested by the home department;
• Demonstrate fully satisfactory performance on assignments in some of the core functions other than those in which they had experience outside CAP; normally, participants are expected to have at least one assignment in a department other than their own and a successful regional or central agency experience;
• Develop management skills and leadership competencies that were identified as areas for improvement;
• Attain other developmental objectives as per their assignment and individual learning plans;
• Have attained the CA-02 level; and
• Complete language training and attain CBC second language proficiency.

Successful participants will be given the opportunity to be assessed against the EX-01 standard of competence and those who qualify will complete the program as EX-01 ready.

Termination

Individuals who for personal or other reasons discontinue their participation in the program will not be considered as having graduated from the CAP. They will normally be reintegrated into their home department, at the level achieved in the program.

Participants who do not meet the CBC language profile within the two years from the time they have been appointed to a CAP position, will not be considered for further participation on the program. They will be deployed to their home department, normally at the position equivalent to the level achieved in the program.

If a participant demonstrates less than fully satisfactory performance on two consecutive assignments, she or he will be reintegrated into a position in their home department at the level achieved in the program.

Exit interview

All CAP participants will be asked for their input and perceptions related to various components of the program. This will be done through an exit interview or through other means, as needed, in the course of the program. Participants' perceptions and input will be used in subsequent refinements of the program.

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Appendix B - Instructions for Establishing Positions in the CA Group

Background

The Career Assignment Program (CAP) has been redesigned effective April 1, 1999. In order to contribute to the creation of a high-quality feeder group for executive positions in the federal Public Service, Treasury Board is committed to provide for the accelerated development and advancement of an appropriate number of highly qualified individuals with demonstrated executive potential. The CAP is a practical approach to provide a vehicle for appointing and compensating employees gaining managerial and leadership excellence required for successful performance at the pre-executive and executive levels. The CAP is one of the means of implementing the government's learning and renewal agenda. Some of the new program features are selection through a competitive process, appointment to positions specifically created for the CAP, and promotion opportunities.

Classification Action

The CA Group has been published in the Canada Gazette on March 27, 1999, within the new structure of the occupational groups in the Public Service. Set out below is the CA Group Definition, Inclusion and Exclusion statements. This group is incumbent-oriented.

The Career Assignment Program Policy requires that departments create CAP positions to appoint CAP participants. CAP positions are to be created and used solely for this purpose.

There are two levels in the CA Group, CA-01 and CA-02. New positions may be created at either the CA-01 or CA-02 level. The level is incumbent-oriented based on a candidate's meeting the requirements specified in the statement of qualifications for CA-01 and CA-02 positions. The CAP provides assignments to gain experience in key areas such as line operations, policy development, central agency, regional operations, central or corporate services, and exposure to the political level. The manager, departmental CAP co-ordinator, and the Public Service Commission (PSC) CAP learning advisor will collaborate on the decision regarding level. Departmental managers should request classification action to create CA positions at the level required, i.e. CA-01 or CA-02.

Employees at the CA-01 level are eligible for promotion following an annual promotion board at the home department, which includes representatives from executive and human resource groups. For promotion to the CA-02 level, candidates must meet the standard of competence approved pursuant to subsection 10(2) of the Public Service Employment Act. Candidates are evaluated in relation to established assessment criteria through the use of a variety of assessment tools such as the Assignment Plan/Review documents, reference checks, Written Achievement Record, and structured interview. When criteria have been met, promotion from CA-01 to CA-02 is appropriate.

Since the CA Group has been established for the purpose of providing an appropriate compensation plan and is incumbent-oriented, there is no requirement for position evaluation and subsequent Universal Classification Standard (UCS) conversion. Participants moving to other occupational groups at or before the successful conclusion of their training program will be treated in accordance with the relevant collective agreement or terms and conditions of employment of the new position.

Career Assignment Group Definition

The Career Assignment Group comprises positions that are occupied by employees participating in the Career Assignment Program.

Inclusions

Notwithstanding the generality of the foregoing, for greater certainty, it includes positions that, as their primary purpose:

• Are those occupied by employees participating in the Career Assignment Program; and
• Provide a variety of assignments that will lead to the successful completion of the Career Assignment Program within the specified period of time, normally leading to eligibility for appointment to an Executive Group position in the Public Service.

Exclusions

Positions excluded from the Career Assignment Group are those whose primary purpose is included in the definition of any other group.

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