Creating a Learning Public Service: The Canadian Experience, eh Paul McDowall Knowledge Management A

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Creating a Learning Public ServiceThe Canadian
Experience, eh?Paul McDowallKnowledge
Management AdvisorCanada School of Public
Service
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Agenda

• Our Journey to Date A Growing Emphasis on
  Learning
• Learning Across the Canadian Public Service The
  Current State of Practice
• Where are we headed?

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Growing Emphasis on Learning in the Public
Service

• Formation of Language Training Centre (1964)
• Formation of Training and Development Canada
  (1990)
• Formation of Canadian Centre for Management
  Development (1991)
• Emphasis on formal learning/training courses
• Separate learning/training centres and institutes
• Use of private sector suppliers
• Question What is the connection between training
  and the PS priorities?

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Growing Emphasis on Learning in the Public
Service (contd)

• Learning a growing emphasis for the Clerk of
  the Privy Council
• We dont make widgets, we manage knowledge,
  thats what public sector people do, and when you
  are managing knowledge, your number one tool is
  learning, 1998
• COSO Learning and Development Committee
  (1999-2003)
• oversight, guidance, exemplary practice
• Learning a corporate priority for 2002-2003
• Policy on Continuous Learning (2002)
• Public Service Modernization Act (2004, 2005)
• Canada School of Public Service (2004)
• Learning Training and Development Policy (2006)

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The Current State of Practice The Canada
School of Public Service

• A successful learning strategy requires three
  types of interconnected learning
• building individual capacity so that public
  servants are able to perform in their current
  job, take on the challenges of the next job and
  lead change
• strengthening organizational leadership by using
  departmental learning strategies to manage change
  and deliver results for Canadians and
• innovation in public sector management so that
  leading edge practices in public management and
  administration are adopted across the government
  through learning.

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The Role for the Canada School of Public Service

• Providing Foundational Learning
• Design and deliver learning that is foundational
  for the public service (e.g. orientation at all
  levels, training on authority delegations,
  professional and leadership foundations).
• Providing Strategic Advice
• Provide strategic advice to departments on how to
  develop and implement learning strategies to
  advance their corporate priorities.
• Delivering Best Management Practices
• Capture the best and latest in public sector
  management practices to share across the public
  service.
• Acting as a Learning Clearing House
• Create a high-quality marketplace for learning
  solutions from many sources by setting standards,
  accrediting courses, evaluating learning products
  and publicly reporting all learner feedback.
• Measuring and Reporting Outcomes
• Measure and report on learning undertaken and
  results achieved across the public service to
  assess knowledge acquisition.

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Required Training includes
REQUIRED TRAINING

• Orientation to the Public Service
• for employees newly appointed to the Public
  Service
• Authority Delegation Training and Assessment
• for newly-appointed supervisors, managers and
  executives
• Authority Delegation Online Assessment
• for existing managers and executives
• Professional Training for Functional Specialists

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Orientation to the Public Service
REQUIRED TRAINING

• Who?
• Newly appointed indeterminate and term employees
  of 6 months plus one day will complete a 2-day
  orientation program in Ottawa
• Why?
• To ensure that employees share a common
  understanding of their role in the Public
  Service, and the values and ethics of the Public
  Service.
• What?
• Learn
• Who we work for
• Who we are
• What is expected of us
• What we can expect
• When?
• Registration within 2 months of appointment.
• Successful completion within 6 months of
  registration.

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Authority Delegation Assessment and Training
REQUIRED TRAINING

• Who?
• Newly appointed and existing supervisors,
  managers and executives.
• Why?
• To ensure that managers at all levels have the
  knowledge they need to exercise their delegated
  signing authorities.
• What?
• Online authority delegation validation tool for
  existing managers and executives
• Classroom training for new supervisors
• Classroom training and online assessment for new
  managers and executives in financial management,
  HR management, procurement and information
  management
• When?
• Existing managers appointed before January 1,
  2006 must complete the online assessment by
  December 31, 2006.
• Newly appointed supervisors, managers and
  executives must register for training within two
  months of their appointment and complete the
  training within six months of registering.

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Functional Communities
REQUIRED TRAINING

• Who?
• Specialists of functional communities, including
  Information Management, PMMRP, Human Resources,
  Internal Audit and Finance.
• Why?
• To ensure that specialists meet the professional
  standards established by the relevant authority
  for functional communities.
• What?
• Training in fundamental courses for each
  functional community.
• When?
• Registration within 2 months of appointment.
• Successful completion within 6 months of
  registration

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PROCUREMENT, MATERIEL MANAGEMENT AND REAL PROPERTY
FUNCTIONAL COMMUNITIES

• Courses developed in collaboration with the
  Professional Development Certification Program
  (PDCP) Management Office and the
  interdepartmental PDCP-Advisory Committee
• Many of the courses are recognized by the PDCP
  Management Office of Real Property and Materiel
  Policy Directorate of the Treasury Board of
  Canada Secretariat
• Courses include

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INFORMATION MANAGEMENT
FUNCTIONAL COMMUNITIES

• Courses developed in collaboration with the
  Organizational Readiness Office (ORO) and the
  Information Management Community
• Supports the implementation of the Management of
  Government Information Policy
• Courses include

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The Management Accountability Framework
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Where are we headed?The Public Service Renewal
Agenda

• To be successful, our approach to renewal has
  to be targeted, pragmatic, and results-oriented.
  We need to
• rethink our recruitment model the Public Service
  of Canada cannot be a passive recruiter of
  talent
• rethink our development model to manage for
  excellence and focus on leadership 
• rethink the jobs-for-life and one-size-fits-all
  model to encourage more interchanges with the
  private sector more mid-career and
  end-of-first-career recruitment and, 
• rethink the public service brand focus on
  excellence, unique careers and the opportunity to
  make a difference for your country.
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• (From the Remarks by the Clerk of the Privy
  Council and Secretary to the Cabinet at the
  McMaster-Ottawa Alumni Fall Speaker Series,
  October 26, 2006)

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What does Excellence look like? some examples
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What does Excellence look like? some examples
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What does Excellence look like? some examples
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Some Key Characteristics of the Excellence Models

• The models are integrative and holistic in nature
• The focus is on the organization as a whole (a
  systems view)
• All components have a dynamic interplay in the
  strategic change approach to achieve results
• Leadership is a key enabler
• The Leadership function is embedded and fostered
  at all levels
• Leadership development is as closely linked to
  operations as it is to strategy
• Leadership typically entails modern facilitative
  approaches vs control-oriented doctrinal
  approaches

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Leadership at NASA
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Some Key Characteristics of the Excellence Models

• The models are integrative and holistic in nature
• The focus is on the organization as a whole (a
  systems view)
• All components have a dynamic interplay in the
  strategic change approach to achieve results
• Leadership is a key enabler
• The Leadership function is embedded and fostered
  at all levels
• Leadership development is as closely linked to
  operations as it is to strategy
• Leadership typically entails modern facilitative
  approaches vs control-oriented doctrinal
  approaches
• Knowledge and Learning are key enablers
• knowledge and the contribution of people as
  knowledge-workers is essential for
  knowledge-based results
• Knowledge Management is an enabling strategy for
  organizational excellence
• Organizational learning vs individual learning
  formal and informal learning blended learning
  experiential learning community learning etc

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• Paul McDowall
• Knowledge Management Advisor
• Canada School of Public Service
• 373 Sussex Drive, Ottawa, K1N6Z2, Canada
• Paul.mcdowall_at_csps-efpc.gc.ca
• Tel [phone]
• Canada School of Public Service
• http//www.myschool-monecole.gc.ca/main_e.html