IM & IT Management Development Program Guide

1. This Guide

This guide is designed to provide information to prospective candidates of the IM and IT Management Development Program (MDP) and to departments that are considering or are sponsoring participants in the Program.  Departments and agencies are being provided with information separately to assist them with the pre-selection and nomination process. 

2. Introduction

The IM and IT MDP is an accelerated 3-year competency-based development program that identifies high-performing IM and IT professionals who demonstrate management potential and assists in their career development through formal education, projects and assignments, and provides them with the opportunity to pre-qualify at a Director-level position in the Government of Canada (GC).

The GC recognizes that learning and experience are key enablers to renewing the public service, strengthening integrity and accountability, implementing modern management practices, supporting innovation, and meeting the business demands of the future. 

3. Context

The GC is currently undergoing a monumental transformation and cultural change.  The MDP Office has consulted with the IM and IT communities and conducted research that has led to a newly enhanced and redesigned Management Development Program.  The Program is aligned with the Clerk of the Privy Council’s four priorities of Public Service Renewal:  Planning, Recruitment, Development and Enabling Infrastructure.  The drivers of this change include:  Shared Services, Public Service Renewal, and HR Modernization.

In addition to the above, the role of the CIO is changing to become one of strategic advisor and provider of business solutions.  To lead this change, IM and IT leaders must develop expertise in multiple domains and will soon be expected to demonstrate flexibility, versatility, in addition to business expertise.  As the GC business transforms, IM and IT resources must also develop the new skills required to meet business and technical requirements of the future.

4. Objectives of the Program:

• Invest in existing human talent and build organizational capacity through professional development and growth.
• Address PS Renewal objectives such as Development and Recruitment and Infrastructure to deliver on government mandates, now and into the future.
• Support the ever-changing and evolving role of IM and IT community resources.
• Address the gaps in leadership skills and competencies such as leading change, client business relations management and strategic thinking to meet the future vision of the GC.
• Develop participants of the IM and IT MDP to ensure communities have the right skills to deliver future business.

5. Program Benefits

The MDP provides benefits on an enterprise-wide basis. 

• The MDP contributes to succession planning and retention;
• MDP participants, while on assignment, provide replacement for employees on language training or short-term absences;
• MDP graduates are excellent additions to the management team and represent superb role models;
• MDP graduates are able to synthesize knowledge and context in ways that fuel business value through the diverse roles, assignments and experience obtained while in the Program;
• MDP graduates possess greater self-awareness and self-confidence based on their diverse experience; and
• The MDP graduates have more exposure and insight into executive positions.

6. Program Results

The MDP produces Director-level candidates who are:

• Well-rounded leaders, who understand management of human capital, communicate clearly, and are able to manage change;
• Specialists with deep skills and technical expertise transformed into “versatilists” with breadth and depth skills and broad and diverse experiences;
• Managers who demonstrate leadership abilities, can analyze internal and external trends, focus on results, and act ethically;
• Engaged leaders who understand how business, organizations and client-relationships interconnect;
• Leaders with deep understanding of when and how organizations need, use, analyze and distribute information; and
• Excellent communicators, coaches and mentors.

7. Updates for 2008

During the Program re-evaluation, the MDP Steering Committee recommended the following changes to the Program:

• Align selection and graduation process with the Career Assignment Program (CAP);
• Conduct a strict competitive process for entry in to the Program;
• Add a second stream targeting EX minus 1 and 2 that would pre-qualify at the EX-1 level;
• Ensure participants are bilingual CBC/CBC before being promoted to a higher level;
• One of the stretch assignments should be in the Home department;
• Create a Mentoring Program to ensure that all participants have an assigned mentor;
• Pre-qualify participants at the Director level after successful graduation from the Program; and
• Use SELEX,a Simulation for the Selection of Executives, as an assessment tool to pre-qualify Program participants.

8. Key Leadership Competencies - (EX-01 and CS-05 IM and IT Director)

The Program is based on the four key leadership competencies created by the Canada Public Service Agency (CPSA) for all of government.  The MDP Office has adapted them to the IM and IT Community.  The four competencies and their behavioural indicators are:

• Values and Ethics
• Strategic Thinking
• Engagement
• Management Excellence

The competencies with their behaviour indicators are listed at the end of this document.

9. CAP Partnership

 The MDP Office created a partnership with the Career Assignment Program (CAP).  This partnership is to enhance the leadership development of MDP participants and CAP participants.  Participants from both programs are given the opportunity to stretch their work experiences outside their comfort zone by working on assignments outside their field of expertise.  It also provides them with the opportunity to network with peers outside of their discipline and enrich their learning experiences as they share specific and common leadership challenges.  Networking opportunities continue through participation in Peer Leadership Circles, attendance at the Direxion Program, an intensive leadership development program designed to prepare aspiring public sector executives, and by taking part in Learning Events and Workshops.

10. Developmental Activities Included in the Program

• Personalized Learning Plan
• Direxion Educational Component (6 weeks)
• 360° Appraisals
• Developmental/Stretch Assignments
• Specialized Learning Events
• Peer Leadership Circles
• Coaching
• Career Counselling and Support
• Mentoring Program

11. MDP Activities and Assessment Process Summary

Entry into MDP
APPLICATION
Targets employees in the IM or IT stream interested in an intensive 3-year development program that provides an opportunity to pre-qualify at the CS-5 or EX-1 Director level. Candidates should determine if they have the education, experience, knowledge and management potential to merit their effort in applying.  Departments/agencies will conduct a competitive process to determine if candidates qualify for the Program. Apply to your department/agency Publiservice advertisement by the closing date.  Candidates may apply in either the IM or IT stream, or both.		The MDP Office provides guidance and support, along with templates and standardized assessment tools to assist departments/agencies in their identification process.
SCREENING
SPONSORSHIP Candidates require a letter of sponsorship signed by the DG/ADM indicating that they understand the financial implications of the Program.
ESSENTIAL QUALIFICATIONS Minimum merit criteria set by the Program.  Departments/agencies can establish higher or additional merit criteria to reflect requirements.
	CS-05	EX-01
Education	Successful completion of two years of a recognized post-secondary education program in computer science, information technology, information management or a University degree in a related field (e.g. Engineering Degree or MBA)	To be Determined by department/agency.
Experience	Factor 1: Comprehensive experience in the following streams. Architecture Security Infrastructure/Operations Support, Hardware, Software, Telecommunications Application Development and Maintenance (includes web design) Database and Data Administration Planning or Other Work Streams Client Portfolio Management Project Management Planning Factor 2: Participation in the development and communication of business cases that demonstrate business value of IT products and/or services. and Factor 3: Interacting directly with stakeholders outside of IT (such as interacting with human resources, finance or other business areas outside of IM or IT) when developing and implementing IT projects.	Factor 1: Comprehensive experience in the following streams. IM Work Streams Data Management Information Architecture Records & Document Management Library Services Business Intelligence & Decision Support Web Content Management Archives Access to Information and Privacy IT Work Streams Architecture Security Infrastructure/Operations Support, Hardware, Software, Telecommunications Application Development and Maintenance (includes web design) Database and data Administration or Other Work Streams Client Portfolio Management Project Management Planning Factor 2: Participation in the development and communication of business cases that demonstrate business value of IM and/or IT products and/or services and Factor 3: Interacting directly with stakeholders outside of IT or IM (such as interacting with Human Resources, Finance or other business areas outside of IM or IT) when developing and implementing IM or IT projects.
Abilities and Competencies	Values and Ethics  Serving through integrity and respect. Strategic Thinking Innovating through analysis and ideas. Engagement  Mobilizing people, organization, partners. Management Excellence Delivering through action management, people management, financial management. Ability to manage.	Values and Ethics Serving through integrity and respect. Strategic Thinking Innovating through analysis and ideas. Engagement Mobilizing people, organization, and partners. Management Excellence Delivering through action management, people management, financial management. Ability to manage.
Personal Suitability	Behavioural Flexibility	Behavioural Flexibility
LANGUAGE REQUIREMENTS	Non-imperative CBC/CBC or bilingual imperative CBC/CBC (to be determined by sponsoring organization). Note that participants cannot be appointed from the pre-qualified pool after successful completion of the Program until they have received CBC in their second language.	Non-imperative CBC/CBC or bilingual imperative CBC/CBC (to be determined by sponsoring organization). Note that participants cannot be appointed from the pre-qualified pool after successful completion of the Program until they have received CBC in their second language.
SECURITY	Reliability Status Participants are encouraged to seek a Secret clearance or higher to facilitate access to developmental activities and assignments.	Reliability Status Participants are encouraged to seek a Secret clearance or higher to facilitate access to developmental activities and assignments.
ASSESSMENT
Middle Management Situational Exercise (MMSE) -840 The Middle Management Situational Exercise (MMSE) is designed to assess the general ability to manage.  It assesses all of the new Key Leadership Competencies.		To be conducted by the Personnel Psychology Centre (PPC), Public Service Commission.
Structured Interview		Departments/agencies will conduct structured interviews using the assessment tools provided by the MDP Office.
Structured Reference Checks		Departments/agencies will conduct structured reference checks using the assessment tools provided by the MDP Office.
CAREER DEVELOPMENT ACTIVITIES
Personalized Learning Plan		Prepared by participant in coordination with Career Advisor.
Direxion Educational Component (6 weeks)		Coordinated between MDP Office and Canada School of Public Service (CSPS).
360 o Feedback Appraisals		Conducted by MDP Office at mid-point in the Program.
Developmental/Stretch Assignments		Searching for assignments and marketing participants is done by the MDP Office.  Assignments are chosen to match individual development needs by the Learning and Development Advisor in conjunction with the participant.
Specialized Learning Events		Coordinated by the MDP Office and tailored to both IM and IT streams.
Peer Leadership Circles		Facilitated by the MDP Office approximately every 6 weeks.
Coaching		Coaching requirement determined by the Leadership Development Advisor.
Career Counselling and Support		Leadership Development  Advisor is available for the participant throughout the Program.
Mentoring		A Mentoring Program ensures that all program participants have access to a mentor.
Networking		Program provides many strategies and opportunities for networking.
GRADUATION FROM THE PROGRAM
Upon completion of the Program, participants will be assessed using pre-determined tools.  Once successful, graduates will be placed in a pre-qualified pool Participants will normally exit the program after three years of developmental activities.		Reintegration will be coordinated by the MDP Office in consultation with the Home department or agency.
PRE-QUALIFICATION PROCESS AT END OF PROGRAM
SELEX or similar assessment tool		Public Service Commission will conduct assessments for the MDP Office.
Structured Interview		Departments/agencies will conduct interviews using the assessment tools provided by the MDP Office.
Structured Reference Checks		Departments/agencies will conduct interviews using the assessment tools provided by the MDP Office.
Pool of Pre-Qualified Candidates		Participants’ Home department will have first choice to draw them from the pool.  Participants will need to have SLE results at the CBC/CBC level (imperative and non-imperative) according to the departmental language policy before they can accept a position at the next level.

12. Description of Development Activities

12.1) Direxion

The Program’s educational component is comprised of the Canada School of Public Service (CSPS) leadership program (Direxion) offered only to high-potential middle managers. 

Direxion is an intensive six-week leadership development program designed to prepare aspiring public sector executives to:

• Appreciate the regional diversity of the country and its implications for governance, public policy, service delivery and renewal;
• To facilitate their understanding of the challenges facing the Public Service;
• To assist them in developing a vision of their place in the Public Service and the contribution they can make to improve the quality of life for Canadians.

The program is divided into three phases of two weeks each with approximately six months between each phase.  Participants generally complete the requisite 250 hours of work in one year, including two learning tours. 

The overall methodologies used for Direxion are a blend of theoretical and experiential learning methods, including field research and world-class management simulations.  The Program is anchored in the GC’s four Key Leadership Competencies at the Director level.  It is highly action-oriented and interactive.  The philosophy of “appreciative inquiry” is used throughout the program, providing a framework that integrates learning with leading.

Phase I:  focuses on the personal and interpersonal domains including:

• Ethics and Values, Teamwork, Behavioural Flexibility, and Leveraging Diversity

2 weeks in Ottawa

Phase II:  Focuses on the managerial, organizational domains of leadership including:

• Strategic Thinking, Engagement and Media Relations

2 weeks:

• 1 week in Ottawa area (simulations)
• 1 week in a region of Canada to explore its socio-economic-environmental diversity

Phase III:  Focuses on the organizational and contextual domain of leadership including:

• Fostering Innovative Change, Engaging Multiple Stakeholders, Making Decisions in the Public Interest, and Governance.

2 weeks:

• 1 week learning tour to a region in Canada to explore an example of innovative and   large-scale change, cross-sector collaboration and new models of governance.
• 1 week in residence.  For the last week, several groups come together for networking and to share ideas and experiences.

The MDP design is inspired by the philosophy of lifelong learning, the priorities of the Public Service ‑ which include those defined by the Clerk of the Privy Council, those of the Committee of Senior Officials and the government research agenda.  The learning objectives are anchored in the four key leadership competencies created by the Canada Public Service Agency for all of government which are explored in five domains of leadership: personal, interpersonal, managerial, organizational and contextual.

The benefits of Direxion are:

• It reinforces and develops the Director-level competencies needed to accelerate their career advancement as well as their professional and personal development.
• It provides new ways of thinking, new techniques and lifelong skills to perform more effectively as a public service leader.
• Participants learn transferable notions that can be used in one branch or another, one department or another.
• It increases the awareness of the priorities facing the Public Service and the ability to imagine creative solutions.
• It gives access to a network of participants, guest resources and experts to foster a community of practice and support continuous learning.
• It helps participants gain a better sense of the contribution the he/she can make as a leader in the Public Service of Canada.
• It builds appreciation of the regional diversity of the country and its implications for governance, public policy, service delivery and renewal.

Direxion is accredited at various universities. 

Please refer to the Direxion website for more information.

12.2) Developmental/Stretch Assignments

Assignments are chosen according to specific developmental requirements of each participant in conjunction with the Leadership Development Advisor. One assignment should be outside of the IT area and it is recommended that the last assignment be in the Home department to assist reintegration of the participant back into the department.

The purpose of the assignments is to consolidate the theories, principals and practices learned during the educational phase, offered through the Canada School.  Assignments are generally one year in length but some assignments are six months while others are two years in length.  The actual duration is tailored to the requirements of the participant and determined in consultation with the Host manager, the participant and the Leadership Development Advisor.  Assignments can be extended if all parties agree.  The MDP Office assists in the preparation of assignment agreements between departments/agencies.  Participants are not eligible for acting pay under the Program.

Assignments should offer participants the opportunity to gain experience in new areas with new functions such as policy development, central agency, security, corporate services and possibly regional operations.  The partnership with CAP will give an added opportunity for participants to stretch their work experiences outside IM and IT and of their comfort zone.

Challenge is an integral part of a stretch assignment.  Participants should determine if there are adequate challenges before accepting an assignment to ensure that learning occurs.  Some assignments will introduce participants to new cultures, issues and terminology.  Stretch assignments are demanding, usually with a steep learning curve on top of a new culture, issues, systems and jargon.

The major source of assignments will be federal government department/agency positions becoming vacant for a variety of reasons.  Other sources of assignments may include provincial and private sector organizations.

It is recommended that participants check independent references and seek advice from the MDP Leadership Development Advisor before accepting an assignment to ensure that there is sufficient stretch and that it aligns with their learning plan.

After each assignment, performance is assessed and additional development work and training is identified.

12.3) Career Counselling and Support

The Leadership Development Advisor role is an integral part of the Program.  The Leadership Development Advisor meets with participants as they enter the Program to determine the ideal developmental assignment and training needs according to their requirements.  The Leadership Development Advisor is available to meet regularly with the participant over the course of the Program and is also available at other times at the request of the participant.  See specific activities under Roles. 

12.4) Peer Leadership Circles

People learn best from their work experience or in the pursuit of personal objectives, but in a complex and rapidly changing world, problem solving experience is not sufficient for learning to take place.  One must have the opportunity to reflect upon his/her experience (e.g. what happens to us and around us) in order to make learning explicit, so these insights and lessons can be turned into effective action when facing new situations.  The sequence of action and reflection is a key factor in maximizing learning potential.

Peer Leadership Circles involve a group of caring people learning together and making commitments to action who hold regular and rigorous meetings for the process of questioning and reflection.  This learning creates a safe and non-judgmental environment in a tight learning community that encourages people to tackle real problems, become interested in someone else’s world, and in the process, learn about themselves by exploring possibilities for action and achieving breakthrough results.

Peer Leadership Circles are usually held for one day every 6 weeks.  The Groups are facilitated by the MDP Leadership Development Advisor who guides the process of collaborative inquiry and reflection and helps participants maximize their learning and contribution within and outside of this setting. Separate French and English sessions are organized.

12.5) Learning Events and Workshops 

Learning events are set up by the Program Office every second month over the course of the year.  These events can be half day facilitated workshops focussed on a competency.  Workshop topics include Visioning, Leading Change, Negotiation Skills, Strategic Alliances, Emotional Intelligence, Dealing with Conflict etc.  Half-day learning events can consist of a visit to an organization where current IM and IT topics are presented by an expert in the field followed by facilitated group discussions.  Most learning events have a leadership component.  An annual one-day out-of-town site visit is usually organized.  Participants may be called upon to work with colleagues to organize and facilitate an event.  A number of CAP participants are invited to participate in these learning events.

12.6) 360^o Feedback Appraisals 

Success is no accident.  Leadership behaviour can be learned and the best executives and managers stay informed and take a pro-active approach toward their own leadership development.

Evaluating their own strengths and weaknesses and obtaining feedback from their supervisors, peers and employees about the perceptions they hold regarding the participant’s management skills can be their first step towards that goal.  By examining individual’s competencies, not just from their own perspective, but by comparing their own perceptions with those of others, their self-perception becomes more complete.

The 360° feedback instrument is a full circle appraisal questionnaire designed to give executives and managers a better understanding of their strengths and developmental needs by assessing perceptions on the GC’s four Key Leadership Competencies.  The feedback will help them gain insight into expectations and perceptions regarding their leadership behaviour, which can aid in improving communication, working relationships and productivity.  Each participant will be provided with personal, one-on-one feedback, on identified strengths and areas for development.  Feedback gathered will also be consolidated to identify community-based development areas and will be used to design future learning events. Assignment performance evaluation will be conducted on participants in the form of a 360° degree appraisal at the end of each stretch assignment.

The anonymous and confidential nature of the process encourages candid input. Questionnaires are given to the participant's peers, managers, employees and supervisors in addition to the participant themselves, allowing their associates to complete them anonymously ensures useful feedback for developmental purposes.  Participants decide how to use the results and with whom to share them.

12.7) Personalized Learning Plan 

The assessment process helps to identify the competency and experience gaps of participants.  Based on this assessment and the participants work experience and career aspirations, the Leadership Development Advisor works in cooperation with the Home and Host departments/agencies and the participant to develop a comprehensive personalized learning strategy to address these gaps.

12.8) Mentoring

MDP participants are encouraged to access the professional expertise of a more experienced person, a model of competency and perhaps key, a guide and confidante. This relationship can greatly assist in the participant's skill development.  As the relationship is being established, goals identified for that relationship are done in keeping with the overall MDP objectives as established by the participant and the Leadership Development Advisor as well as those of the participant's organization.

Mentors also gain from the experience by being kept abreast of developing issues and resources and from the knowledge that they are an integral part of the renewal process. These respected individuals should be open, available, able to provide concrete ideas and feedback, have extensive experience in the organization and generally be supportive and interested in the concept of life long learning.  Their ability to encourage the candidate through various challenges and to be confidential fosters a trusting rapport that benefits both.

Participants who proactively seek a mentor are motivated to learn from the lessons and experiences of a more seasoned person, thereby avoiding some of their mistakes and possibly accelerating the participant's own career.  Protégés must also make the time to keep the lines of communication open and mutually beneficial. Overall, the protégés is better prepared to successfully face new challenges following the encouragement and discriminating advice of a mentor.  They must be open and prepared to accept criticism and feedback.  As with the mentor, they must have high integrity and respect confidentiality.

The MDP Office will be developing a formal Mentoring Program as one of its services in 2008.  Mentoring sessions will set up to introduce participants to the benefits of mentoring and provide an opportunity to meet prospective mentors.  Through a Mentoring Program, mentors will be available to provide personal and professional advice and support and help candidates to maximize their potential for growth and development.

Senior members of the IM and IT communities who wish to be mentors for Program participants are encouraged to contact the MDP Office.

12.9) Networking

Networking is an important tool for MDP participants.  It is a proven way to facilitate professional development for everyone involved.  Years ago it was a tool understood by only a few - namely successful professionals.  While it is now considered essential, some people in today's workforce are not yet aware of it. 

Networking requires an understanding of the importance of good communication.  It relies on initiative, creativity, research and developing one’s professionalism.  It means talking to a wide range of people in one’s professional and personal circles to better position them for opportunities that might otherwise pass them by.  When someone networks effectively, they stay abreast of possible job leads, training opportunities, market and business news in their field and information on social issues that may impact their work or their employer's efforts.

The concept of a 'job' has changed in recent years, giving room for employers and employees to think of skills as marketable assets, successful people as general problem-solvers not roadblock builders, and a career as the sum of their experiences, skills, interests, personal characteristics and values.  This is much more fluid an idea than the belief of only a few decades ago when staff took orders from their superiors and if lucky, had only one or two jobs for most of their working years.  Networking works with this new concept of 'job' by helping people self-market and build relationships to benefit their careers and themselves.

As an individual taking charge of their career, participants decide what they are comfortable doing and saying. Not everyone uses networking or sees it as a separate concept worthy of focus.  Other people come into networking naturally.  Participants who find parts of networking challenging, are encouraged to speak with the Leadership Development Advisor for additional suggestions.  They might also check with their own human resources office or in the department/agency libraries for information about networking and the development of related skills.

The partnership that the MDP has with the CAP provides networking opportunities for both groups outside their field of expertise.  Participants are encouraged throughout the tenure of the Program to strengthen their own networking systems.

12.10) Executive Coaching

Executive Coaching can be recommended by and arranged in coordination with the Leadership Development Advisor for a participant. 

A coach can assist participants in the exploration of their goals and what is required in reaching them.  Coaching is helpful in overcoming obstacles and impediments in realizing long-term aspirations.  Coaching can provide sound advice to participants to assist with leadership and management skills.  Sometimes all that is required is a dose of inspiration in order to recognize and focus on desired goals. 

Coaches are highly skilled professionals with proven track records of success.  Confidential sessions can be arranged with a coach that is a good fit for the personality of the participant.

Who uses a coach? Motivated individuals who are already successful but want to achieve a greater level of success in their field.

13. Language Skills 

Program participants will need to have SLE results at the CBC level (imperative and non-imperative) according to the departmental language policy before they can graduate out of the pool and accept a position at the next level.

It is imperative for participants aspiring to executive level work in the Public Service today to be bilingual in both of the official languages.  The MDP Office emphasizes that all participants in non-imperative positions negotiate with their Home department/agency to schedule language training as soon as possible in order to meet the language requirements of their position.  For participants who have reached the language requirements of their position, it is recommended that they actively maintain their language levels.  Some departments/agencies have language maintenance programs that are designed to help employees maintain their levels in the second official language.  Participants should also seek opportunities at work and at home to practice their language skills in reading, writing and comprehension. 

14. Time Commitment and Attendance Obligations

In order to remain on and graduate from the Program, participants must attend all organized activities as outlined below.  In exceptional circumstances, participants must contact the MDP Office to discuss any absences.  Attendance will be monitored for all events.  Except for assignments, below are the time commitments for all Program participants.

Direxion:  6 weeks (10 days in each of the 3 phases over a two-year period)
Learning Events/Tours:  approximately 4 IM/IT learning events (1/2 day in length)
Workshops:  approximately 4 to 6 sessions (1/2 day in length)
Peer Leadership Circles:  1 day (approximately every 6 weeks)
Career Counselling:  4 times a year minimum (2 hours in length)

15. Withdrawal or Termination from Program

At any time during the three-year Program if it is felt that a participant is not sufficiently engaged in the Program, and/or has not attained fully satisfactory performance appraisals, a meeting will be initiated with the sponsoring manager and MDP Office advisors to discuss whether the participant should remain on the Program, and if so, what additional steps may be taken to ensure the participant optimizes their experience and remains on the Program.  These steps must satisfy the sponsoring manager and the ORO.  Should performance not improve after the proposed measures have been implemented, the sponsoring manager and/or the ORO retain the right to remove the participant from the Program.

16. Graduating from MDP

At the completion of the Program, (completion of all assignments with supporting performance appraisals, successfully completing all training events) participants will be assessed using pre-determined tools.  If successful, they will be placed in a qualified pool.  A valid CBC/CBC second language profile will be required before a participant can be promoted.  Home departments/agencies will have first option to extend their participant a letter of offer.  Participants could be assessed after consultation and agreement with all parties before the end of three years.  Participants that are unsuccessful in the assessment process (not achieving a passing mark on the pre-determined tools) at the end of the Program will return to their Home department at their substantive level.  However, the Home department can discuss alternatives with the MDP Office such as extending the participant on the Program for a specific time.

17. Who Pays For What

DEPARTMENTAL COSTS
(per participant)
Payable by Sponsoring (Home) Department

Activity	Year 1	Year 2	Year 3	Totals
MDP Costs*	$8,000	$8,000	$8,000	$24,000
Direxion Educational Component**	$8,000	$16,000		$24,000
Sub-total				$48,000
Evaluation at End of Program (SELEX)***			$2,500	$2,500
Total	$16,000	$24,000	$10,500	$50,500

*       Payable to ORO, Treasury Board Secretariat

**     Payable to Canada School of Public Service

***   Payable to Personnel Psychology Centre, Public Service Commission

Various Expenses

Direxion Travel for all three phases, estimated at $5,000 – $6,000

Middle Management Simulation Exercise, estimated at $50 per person.

Home (sponsoring) department pays for the following:

• participant's salary while they remain in their Home department/agency (departments continue to pay the salary and benefits for employees on assignment in another department, however, the Host department will reimburse the costs to the Home department for the full amount on a quarterly basis);
• mandatory educational portion of the Program (Direxion) provided by the Canada School of Public Service (CSPS);
• travel and accommodation costs related to the two site visits and residency portion of the Direxion Program  (this training may take place while the participant is on assignment outside of the Home department);
• Program costs per participant on an annual basis as per the methodology outlined in the addendum;
• specific training based on an individual's overall learning plan (i.e. language training, or coaching);
• relocation or travel expenses, as may be necessary for regional participants or participants on assignments out of the Home region  (negotiates costs with Host department/agency if assignment is outside of Home department);
• language training of participants, if necessary to meet non-imperative CBC language requirements according to the Official Languages Act;
• Middle Management Simulation Exercise (MSSE); and
• SELEX or other similar tool to qualify participants at Program end.

Host department pays for the following:

• salary of participant while on stretch assignment (Home departments continue to pay the salary and benefits for employees on assignment in another department, however, the Host department will reimburse the costs to the Home department for the full amount on a quarterly basis)
• training in order to fulfill assignment obligations

Travel/Relocation Expenses:

• travel/relocation expenses will be negotiatedbetween the Home and Host departments.

TBS (ORO) pays for the following:

• peer leadership circles
• learning events and workshops
• 360^o feedback appraisals
• psychometric tools

Learning and Development Components

The learning and development components funding covers the provision of career and professional counselling for participants.  Program specific learning events (including travel), assignment identification and management and Program support for both sponsoring and hosting departments and agencies.  These costs also cover the design of selection tools and keeping the Program evergreen.

Once departments/agencies have committed to sponsoring one or more candidates on the MDP, they will be asked to sign an MOU indicating their support and outlining the roles and financial responsibilities of all parties. Once the selection and assessment processes have been completed and sponsored candidates have been identified, departments/ agencies will be obligated to sign a one-page addendum to the MOU for each sponsored participant to outline the method of recovery for the annual learning and development services.

Once a participant has secured a developmental assignment, a separate assignment agreement will be prepared outlining the agreement for the assignment and the method of recovery for salaries.  The Host department is expected to pay the participants salary and any related training for the duration of the assignment.  Participants are not eligible for Acting Pay under the revised Program.

18. Roles and Responsibilities

18.1)  CIOC and MDP Steering Committee

The Program has a Governance structure composed of an MDP Steering Committee made up of DGs and ADMs from the IM and IT communities.  This Committee provides advice on major design changes and initiatives related to the Program.  Major issues concerning the Program are taken to the Chief Information Officer Council (CIOC) for discussion and approval. 

In addition to what has been identified previously, the Steering Committee members:

• promote and provide a stewardship role for the MDP
• solicit developmental assignments for participants in collaboration with ORO
• act, if possible, as mentors for Program participants

18.2) Home Department/Agency (Sponsoring Participant)

• runs the selection process to determine whom to sponsor on the Program and shares selection tool results and documents with the MDP Office;
• identifies areas of development and if possible, also identifies assignments in conjunction with the Learning and Development Advisor in the Home department (possibly outside of the participants field of expertise);
• commits to allow for participants to attend training and learning events organized by the Program;
• will allow participants to attend the three Direxion education components of the Program.  Each training module lasts two weeks and is offered at approximately six-month intervals over a period of twelve to fifteen months;
• encourages and supports its sponsored employee(s) for the duration of the Program
• makes every effort to consider MDP participants for developmental assignments before proceeding with staffing actions;
• contacts the MDP Office to discuss any extended absences of a participant from the Program for leave or language training for planning purposes;
• remains in contact with the participant throughout the participant’s development on the Program.  By ensuring contact is maintained, Home departments may receive the benefit of contributing to the participant’s choice of assignment, development choices and career progression as well;
• includes their participants on various management committees, if possible,  to help them remain connected and also gain an outside perspective to issues.  These activities will help provide participants with a smoother integration back to the department after a successful completion of the Program.  It is also recommended that the last assignment be in the Home department to facilitate integration;
• conducts the assessment process for graduation purposes at the end of the Program using the assessment tools provided by the MDP Office;
• has first option to extend a letter of offer to their participants after they have successfully completed the Program;
• identifies an appropriate position for participants upon graduation from the Program and meets with participant and MDP Office six months before completion of Program to plan re-integration of participant into Home department. If no position is available, the participant will be placed in a pre-qualified pool available for all government departments/agencies to draw from;
• discusses with the MDP Office appropriate steps for a participant who is not successful on the assessment upon graduation.  Departments are obligated to identify an appropriate position for a participant at their substantive level or discuss alternatives with the MDP Office such as extending the participant on the Program for a specific time to attain the desired results; and
• agrees to pay for various expenses as outlined in Section 7 of this document.

18.3)  Host Department (Providing Developmental Assignment)

• must ensure participants attend training and learning events organized by the Program;
• must allow participants to attend the three Direxion education components of the Program  Each training module lasts two weeks and is offered at approximately six-month intervals over a period of twelve to fifteen months;
• gives direction to the participant in the establishment, within six weeks of the commencement of the assignment, of specific job, personal and learning objectives;
• reviews the participant’s progress, in conjunction with the MDP Office, and completes a formal performance evaluation at the end of the assignment;
• discusses and addresses any performance issues of the participant at an early stage with  the MDP Office; and
• agrees to pay for various expenses as outlined in Section 7 of this document.

18.4)  Treasury Board Secretariat, ORO Program Office Responsibilities

• manages and administers the Management Development Program;
• ensures the Program is consistent with the established principles and guidelines under the guidance of the MDP Steering Committee and the Chief Information Officer Council (CIOC);
• develops and implements marketing strategies to promote the Program and promote participants;
• facilitates the assignment process by identifying assignments and matching them to learning requirements indicated in the learning plans of participants;
• coordinates assignment agreements in partnership with participants;
• liaises with the MDP Steering Committee and the CIO Council, participants, mentors, Canada School of the Public Service and the Canada Public Service Agency;
• provides program management and administrative support;
• provides career counselling advice and support to participants;
• designs and coordinates Learning Events;
• coordinates and facilitates peer leadership circles;
• organizes coaching services as required;
• liaises with the Canada School of Public Service (CSPS) to ensure participants are registered for Direxion;
• designs and administers the Mentoring Program;
• conducts research and consultations with CIOs to ensure training and learning events are at the cutting-edge of best practices in the field of leadership;
• intervenes in addressing performance issues;
• manages a pool pre-qualified participants including marketing participants across government;
• establishes performance measurements and monitors the Program regularly; and
• agrees to pay for various expenses as outlined in Section 7 of this document.

18.5)  Participants Must:

• attend the formal educational component (Direxion) and accept progressively challenging assignments both within and outside the department/agency and/or their functional areas;
• work with the assigned Leadership Development Advisor in the preparation of a learning plan and take an active role in developing and attaining the objectives outlined in their plans;
• attend peer leadership circles, learning events and workshops;
• contribute to the overall objectives of the Host department/agency while on assignment and the sponsoring department/agency as applicable. 
• maintain a performance level that is “fully satisfactory” or better on their overall assignments and seek feedback on their performance and their development on the key competencies from their immediate supervisor;
• take full advantage of developmental opportunities to advance their learning;
• provide the MDP Office and their department/agency, with updated curriculum vitae, copies of performance reviews and feedback on assignments on a regular basis;
• establish, within six weeks of the commencement of the assignment, a plan outlining the objectives to be achieved during the course of the assignment; and
• undertake specific training as required during the assignment
  maintain communication with their Home and Host department/agency and the Leadership Development Advisor.

18.6)  Career Counselling and Support

• The Leadership Development Advisor is the focal point for delivering career counselling and support and can be called upon to play an important role in all phases of the Program to ensure success.  Some specific activities are:
• provide career counselling for Program participants;
• advise participants on learning/development opportunities;
• advise and assist in the development of a Personalized Learning Plan for each participant;
• support the participants in the identification of stretch assignment opportunities;
• advise participants on optimal assignment matches which are in line with their developmental needs;
• advise on the negotiation of terms and conditions of assignments;
• consult with senior managers across the IM and IT communities to identify assignment possibilities to support participant development;
• monitor participant progress, and gather information on performance in coordination with assignment supervisors;
• provide support to participants and guide them in resolving challenges in their assignments;
• facilitate peer leadership circles to provide opportunities for continuous learning with peers;
• provide assistance for graduates of the Program to ensure a smooth reintegration;
• participate in the development of assessment instruments to support the department/agency selection and promotion processes;
• participate in the development and implementation of marketing strategies for promoting the Program and its participants;
• advise departments/agencies on the selection process and the graduation process
• participate in the development of competencies, tools and standards for use in the Program; and
• coordinate coaching services for participants on an individual basis according to requirements.

19. Key Leadership Competencies

IM and IT Director (EX-01 and CS-05)

VALUES AND ETHICS – Serving through integrity and respect

• Demonstrates Values and Ethics, including the Code[1], in personal behaviour
• Integrates Values and Ethics, including the Code, into division practices
• Reflects a commitment to citizens and clients in own and division activities
• Fosters a climate of transparency, trust, and respect within the division and in partnerships
• Incorporates equitable practices into HR planning
• Creates opportunities for and encourages bilingualism and diversity in the division, based on Official Languages (OL) and Employment Equity (EE) policies
• Builds and promotes a safe and healthy, respectful division, free of harassment and discrimination

• Practices transparency and fairness in all transactions, including staffing, contracting, and day-to-day activities

STRATEGIC THINKING – Innovating through Analysis and Ideas

Analysis

• Frames division direction with a thorough understanding of the directorate’s priorities
• Seeks clarification and direction from the DG, as required
• Integrates information from multiple sources to form a comprehensive perspective
• Identifies interdependencies in cross-functional projects
• Analyzes setbacks and seeks honest feedback to learn from mistakes
• Analyzes current and emerging IM and/or IT trends, events and circumstances, identifying strategic implications, opportunities or options.

Ideas

• Translates vision and policy into concrete work activities
• Develops division strategies, based on the departmental vision and the DG’s direction
• Designs initiatives to enhance operational efficiency
• Encourages and incorporates diverse initiatives and perspectives
• Redesigns the division’s work activities to meet changing departmental needs
• Makes effective recommendations to the DG
• Teaches and learns from others

ENGAGEMENT – Mobilizing people, organizations, partners

• Shares information vertically and horizontally
• Promotes collaboration among managers
• Uses persuasion to gain support for initiatives
• Negotiates compromises
• Adapts communications to suit audience and forum and address others’ needs, e.g., serves as a bridge between the business world and the IM and/or IT worlds
• Communicates regularly and openly with unions and other stakeholders
• Demonstrates understanding of and respect for stakeholders’ views
• Follows through on commitments
• Solicits input from and listens to staff, partners, and stakeholders
• Identifies opportunities and encourages the development of strategic partnerships with relevant groups (e.g. other federal departments/agencies, other governments and the private sector) to achieve shared goals
• Communicates vision and division plans with clarity and commitment
• Establishes regular and comprehensive exchanges of ideas
• Promotes and funds team building

Client Business Relations Management – Service mentality

• Creates amongst staff, a “client service mentality” by supporting and delivering a sustainable customer service
• Adapts to challenging situations, by turning them into win-win situations and instilling this attitude amongst staff
• Develops constructive business relationships with Shared Services Organizations and other key stakeholders or clients
• Consults clients on an ongoing basis to understand their current and evolving business needs
• Provide IM and/or IT strategies, services or support that responds to client business needs.
• Seeks to add value to business processes by setting strategy, identifying gaps and creating opportunities to meet current and future needs
• Gage client satisfaction with IM and/or IT services and makes improvements if required 
• Advises clients on the potential and the limits of IM and/or IT capabilities

MANAGEMENT EXCELLENCE – Delivering through Action Management, People Management, Financial Management

Action Management – Design and Execution

• Designs division work plans based on the big picture
• Guides division projects and resources to avoid obstacles
• Delegates appropriately to managers
• Manages resources to maximize output
• Sets realistic timelines and clear accountabilities for managers
• Provides structure and momentum for division work activities
• Sets challenging but realistic goals
• Identifies division resource limitations and requirements for workload
• Manages the division’s workload through prudent resource planning and prioritizing
• Shifts priorities and adapts division work plans, as required
• Heeds early warning signals and advises the DG and others, as needed
• Follows through on the division’s business plan from planning, implementing, monitoring, and evaluating to reporting
• Integrates Comptrollership, Management Accountability Framework (MAF), federal legislation, regulations, and policies into division practices
• Manages own and others’ work-life balance
• Responds decisively and quickly to emerging opportunities or risks
• Maintains composure in adverse situations to alleviate pressure and maintain momentum
• Establishes performance standards for IM and/or IT projects and systems to achieve objectives

People Management – Individuals and Workforce

• Works one-on-one with managers
• Deals with ineffective performance
• Provides regular feedback, acknowledges success and the need for improvement
• Coach staff and challenges them to question conventional approaches and to take ownership of the organization’s performance and its culture
• Resolves labour relations problems
• Secures mediation, if required
• Balances the needs of employees and the organization
• Monitors and addresses workplace well-being
• Develops and supports career plans and provides learning and growth opportunities
• Develops an Human Resources strategy for division succession planning
• Secures funding for OL and other training
• Manages workload
• Implements rigorous Human Resources practices and fulfils obligations of Human Resource Management accountabilities
• Ensures that staff remains appraised on new trends in IM and/or IT

Financial Management – Budgets and Assets

• Allocates and manages division resources transparently
• Implements strategies to achieve operational efficiencies and value for money
• Applies and monitors rigorous systems for Financial Information Management, internal audit, and evaluation
• Fulfils obligations of accountabilities for division finance and assets management
• Acts on audit, evaluation, and other objective division performance information

Security Management – Culture of security

• Ensures effective security planning, risk assessment, monitoring and evaluation, taking prompt corrective action, where necessary
• Keeps informed about security issues and responsibilities (e.g.: new security measures, changes in procedures, access and privacy, etc.) and passes the information on to others
• Promotes and participates in security awareness and education throughout the organization
• Recognizes good security awareness in others

Change Leadership – Anticipating and overcoming obstacles

• Embraces the role of an agent of change by seeking to understand the change and creates an environment that promotes and encourages change or innovation
• Creates synergy and engages all generations of staff in a common purpose during transformation
• Involves stakeholders in planning and implementing the change
• Personally communicates a clear vision of the broad impact of change of the Public Service and IM and/or IT initiatives
• Develops and communicates concrete plans and actions to implement the change
• Recommends changes, articulates their rationale, and anticipates and overcomes obstacles to success
• Identifies and implements training that is necessary for the change to succeed

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[1]Values and Ethics Code for the Public Service