Examinable Competencies: A Progress Report. The 2010 University-Public Service Roundtable October 25, 2010 RDIMS

Transcription

1 Examinable Competencies: A Progress Report The 2010 University-Public Service Roundtable October 25, 2010 RDIMS

2 Context The federal government is focused on continuing its commitment to supporting the renewal of the Public Service during a period of fiscal restraint. Objective How best to develop/test core competencies required of policy analysts. - Allows TBS to identify examinable professional competencies needed by the federal public service. - Improves the capacity of the universities to train and develop the resources needed for the federal government in the future. Approach Research into Competency Based Approaches has been outlined. Competency work in the public service has been identified. Competency discussions with Policy Managers in 3 pilot departments (Agriculture and Agri-Food Canada, Canadian Heritage, and Indian and Northern Affairs) have occurred. High-level data related to MPA hiring by the public service has been collected. 2

3 Examinable Competencies: Frame of Reference Competencies are defined as the characteristics of an individual which underlie performance or behaviour at work.* Advantages of Competency-Based Approaches: Competencies assess what skills a potential employee has. Competencies provide a standard that is understood by all parties students, programs, and governments. Examinable Competencies: Considerations Competencies assessed should be both observable and measurable with established relevance to the work and work description. Care should be taken to ensure that competencies are not excessively restrictive in order to avoid over-professionalization and cultural bias. Degree to which core knowledge competencies are addressed. *Definition is from Public Service Commission of Canada 3

4 Use of Competencies in the Federal Public Service The federal public service is using competencies to guide hiring, learning and performance management. However, the use of competencies for these purposes can be highly varied across the federal public service, as well as within particular departments and agencies. 4

5 Overview of Complementary Initiatives Various initiatives have been undertaken currently that relate to the proposed project, including: Public Service Leadership Competencies Tool for Professors and Students McMaster University and the University of Waterloo, supported by their respective Deputy Minister Champions, Carole Swan and Susan Cartwright, are piloting an initiative to create a course guide to assist the development of public service leadership competencies. Masters in Public Service Program Initiative by the University of Waterloo to design a program to enable students to develop necessary critical and applied skills in communication, finance, and leadership/management. The program gives special emphasis to the distinctive demands made on modern public servants, in particular the need for ethical sensitivity, modern communication skills, sophisticated financial management, and excellent leadership. Science-focused Co-op Program Pilot Project A Co-op introduction program with public service competency development workshops and tools is being developed by the University of Waterloo, University of Sherbrooke and the Federal Science & Technology Community. Canada School of Public Service Teaching Modules for Finance, Audit and Accounting Employees are being developed to help build practical public service skills within these functional communities. 5

6 Competencies in Functional Communities Competency work advancing in functional communities. Regulatory Community Technical Competencies: Instrument Choice, Compliance and Enforcement, Performance Measurement Behavioural Competencies: Analytical thinking, Strategic Thinking, Communications, Working and Managing Cooperatively/horizontally, Initiative Communications Community Office Professional Development Roadmap (2007) Official & non-official Languages, Verbal & written communication, Knowledge of Canadian Society, Values and Ethics, Management & Leadership Science and Technology Management Community Technical (knowledge of science and technology) Self-management (health and effectiveness, ethics and values, work/life balance) Teamwork (contributing member, conflict resolution) Leadership (assertiveness, effectiveness, function) Client & Partnering Management (Negotiation, engagement, facilitation) Management Responsibility to Society Information Technology, Information Management, Security, Access to Information and Privacy, and Human Resources Communities Competency profiles are in development 6

7 Competencies: Evaluation Profile The Centre of Excellence for Evaluation (TBS) has done significant work on the Evaluation Function in the Government of Canada. The Evaluation Profile was modeled on the competencies contained in the Profile of Public Service Leadership Competencies. The Centre of Excellence for Evaluation has identified key competency profiles for evaluation professionals in the federal public service. Adaptation of the profile was conducted in collaboration with evaluation professionals and managers representing 59 federal departments and agencies. The competencies are organized into four clusters: 1. Intellectual Able to collect, analyze and draw conclusions from data, demonstrates creativity and engagement, understands departmental structure 2. Management Organized and reliable, strong communication skills, logical processing of data and information 3. Relationship Engaged and strong teamwork skills 4. Personal Ethics and Values, Accountability 7

8 Diverse Range of Policy Competencies Policy Community is less developed across government. There is no enterprise-wide coordinated functional community. General Public Service Competencies Indian and Northern Affairs Canada (DRAFT) Policy Analyst Toolkit: April, 2007 Treasury Board Secretariat Core Competencies Public Health Agency of Canada Competency Profile, 2008 Values and Ethics Thinking Things Through Engagement Management Excellence Decision Making (creative, persuasive, synthesize information) Leadership & Operational Management (goal and team oriented) Interaction (strong written and oral communication skills) Knowledge (functional, strategic and analytical thinking, strong research skills) Engagement (teamwork, relationship building, client focus) Strategic Thinking (knowledge, analytical thinking, communication) Results Oriented (goal oriented, reliability, adaptability and flexibility) Management Excellence Knowledge (context, subject matter, methodologies, foundational) Intellectual (analytical, problem solving) Communication Organizational (planning, time management, use) Personal (judgement, values & ethics, responsibility & productivity, interpersonal relationships, respect 8 for diversity, creativity,

9 Policy Competencies Aligned with General PS Competencies Through consultations with a group of senior managers from pilot departments (INAC, Canadian Heritage, and Agriculture and Agri-Food Canada), initial competencies for policy professionals were identified. These are compared with the General Public Service Competencies. General Public Service Competencies (TBS) Values and Ethics Serving through integrity and respect Thinking Things Through Innovating through analysis and ideas Policy Competency Profile Values and Ethics Research and Analytical Skills- Synthesis, management of information Thinking Analytical, critical, long-term, strategic Judgement Manage priorities, planning Knowledge Functional, key issues, public service Engagement Working effectively with people, organizations and people Management Excellence Delivering results through action, people and financial management Engagement- Positive Attitude, collaboration, willingness to learn, flexibility Initiative Creative, organized, versatile Communication and Language Skills Oral and written skills in both official languages, presentation skills, strategic advice, guidance Information and Time Management Synthesize information, ability to work under pressure. 9

10 Occupational Group Data from Managers: Policy Stream The majority of hiring managers from the pilot departments are hiring their entry-level policy analysts under the EC classification. At the EC-02, EC-03 or EC- 04 level. Some managers hiring under other categories (i.e. CO and PM) are considering conversion to EC in the future. EC CO PM Other Some entry-level analysts are hired under different groups (i.e. PC) because of subject matter expertise. The largest Occupational Groups: Economics and Social Science Services (EC) 64%; Programme Administration (PM) 29%; and Commerce (CO) 21%. 10

11 Summary of Gaps Identified by Hiring Policy Managers The most common shortcoming in the competencies of entry-level recruits identified by hiring managers from the pilot departments include: Organizat ion / Time Management Quant at at ive, Economic and/ or Financial Analysis Communicat ion: Writ t en & Oral Crit ical & Analyt ical Thinking Underst anding of St ruct ures, Roles & Responsibilit ies of Gov't 11

12 Areas for Development Common challenges for entry-level policy analysts, identified by hiring managers: Competency Gaps Analytical thinking and synthesis Written and oral communication Information, time management Knowledge of machinery, processes, structures of government French oral and written competencies Environmental Factors Impacting Application of Competencies Impatience of entry-level hires with protracted projects and bureaucratic processes Culture of mobility and desire for rapid career progression weakens policy depth Less experienced managers disconnected with the needs of entry-level recruits. 12

13 Actions for Consideration Suggestions made by hiring policy managers to address competency gaps before entering the workplace and during the transition: In School Increase exposure to demands of the workplace through internship opportunities, mentorship, job shadowing Integrate competency-based approaches for testing workplace-ready abilities Elaborate case study approaches in class involving public servants and genuine policy challenges In Transition Strengthen departmental frameworks for career initiation and progression Strengthen policy managers interface and engagement with MPA programs to augment, supplement academic curriculum More direct involvement of senior managers in hiring process 13

14 Managers Feedback: Role of Stakeholders Graduate Schools The majority of managers felt that universities have a significant role to play with course work to develop abilities related to writing, analytical and critical thinking, autonomy, understanding of the roles and responsibilities of government (with exposure to real-life examples). However, some managers felt graduate schools should have a limited role in developing the competencies required for entry-level policy recruits. Learning Providers Responses were divided between considerable to limited/no role for learning providers such as the CSPS to develop the competencies identified. Managers Every manager felt there was a role for managers to play in further developing and/or sharpening the competencies through mentoring/coaching and exposing new recruits to various situations. Most managers do not think the competencies currently required will change substantially in the future emphasis will continue to be placed on analytical, strategic thinking, writing skills and communication. Greater emphasis may need to be placed on technology and collaboration. 14

15 Some General Reflections on the Review of Competencies Work to Date The federal public service has invested and continues to invest much thought and energy into competency development There are many similarities in the resulting products, but also some striking differences in how many essentially similar competencies are framed/portrayed differently More work may be needed to bring together and ground the different competencies initiatives in the fundamentals of a professional public service, such as those articulated in the forthcoming Values and Ethics Code for the Public Sector MPA schools, which are a training ground for many future lifelong public servants, may also need to reflect whether their programs are designed to equip students with the hard skills and knowledge needed to deal with a career of perpetual PS values and ethics challenges 15

16 Examples of How Competency in PS Values and Ethics Can Be Developed by MPA Schools PS Value Respect for Democracy Respect for People Integrity Stewardship Excellence Examples Potential MPA Teachings The history and institutions of democratic government, including those of the public service The legal foundations and jurisprudence of public sector human resources management The influences of popular culture and the media on public sector norms and standards The principles and practices of financial and resource management and control in the public sector The tools and practices used by high performing individual and organizations Mastering the skills of oral and written communication and critical thinking This type of curriculum needs to be rooted in a variety of academic disciplines, such as: Philosophy Politics Economics Law Business Statistics 16

17 Next Steps Continue to explore the Policy Competency Profile, including the potential to frame through the five PS values, through: A) Engagement Discussion with MPA Graduates who are currently in the public service (full time, interns), who have no government experience, and are in school (November); Dialogue with faculty at MPA schools (November); Discussion with top EC employers concerning their requirements (November-December); Discussion with top MPA employers concerning their experience (November-December). B) Research Further data gathering related to MPA hiring (November- December); Examining the practices of other jurisdictions (November- December). 17

18 Questions for Discussion Is there concern about over-professionalization? 18

19 Demographic Analysis Annex Region of MPA Appointment for Fiscal Years Ontario (excluding National Capital Region) 3% Prairies 2% BC and Territories 2% Atlantic 6% Quebec (excluding National Capital Region) 15% National Capital Region 72% 19

20 Annex Demographics in the Federal Government Number of MPA Graduates Recruited

21 Economic & Social Science Services (EC) Demographic Analysis Annex The Public Service Commission s, Study on Mobility of Public Servants (2008), observed that people in the EC classification had the second highest rate of mobility in the PS after HR practitioners 21

22 Per Cent of the Population Annex Pensionable Years of Service: A Comparison 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 0-4 years 5-9 years years years years years years 35+ years Pensionable Years of Service EC Population Overall Public Service Workforce 22

23 Top Hiring Departments Annex Top MPA Employers 1) Human Resources and Skills Development Canada 2) Indian and Northern Affairs Canada Top EC Employers 1) Statistics Canada 2) Human Resources and Skills Development Canada 3) Industry Canada 3) Health Canada 4) Public Works and Government Services Canada 4)Indian and Northern Affairs Canada 23