In Partnership with the Canada School of Public Service
Once selected, and having met the requirements of a C-B-C language profile, participants begin a series of challenging assignments. Participants are deployed to the Public Service Human Resources Management Agency of Canada with an effective date coincident with the beginning of the first assignment. An executive advisor from the PSHRMAC is assigned to each participant at the beginning of the Program to provide a single window for all matters related to developmental assignments and for advice on learning.
Soon after participants join the Program, an Introductory Event will be held with participants, which will allow them to explore the impact of their leadership and to build the base of their community.
DEVELOPMENTAL ASSIGNMENTS
The developmental assignment is the participant’s cornerstone for action, reflection and learning. Participants are practicing their skills in the real world, reflecting on the lessons learned from these experiences, and focusing their actions accordingly. In this way, their work experiences are a source of continuous learning, and also provide an opportunity for participants to make a significant contribution to the host department. The Program aims to provide strategically diversified assignments to participants to help address the identified gaps
in the ADM community and support the human resource and departmental business plans in departments and agencies.
Departments provide assignments that ensure intense and meaningful work experience for participants, allowing them to enhance their competencies while gaining diverse experience in some of the following areas: Policy, Operations, Corporate, Sciences & Technology, and Intergovernmental. A detailed description of these types of work can be found in
Executive Level Types of Work at (http://www.hrma-agrh.gc.ca/aexdp/2006/ex_core_functions_e.asp).
During the course of their assignments, participants may complete 360° feedback exercises designed to help them understand how they are perceived by assignment supervisors, peers and subordinates and to determine areas
requiring development.
“In terms of leadership development programs, by all measures, the AEXDP has set the bar extremely high. Its emphasis is not on job promotion but rather continuous learning through challenging work assignments and focused learning events. It provides each participant with a unique experience by providing the necessary tools, resources and flexibility to challenge them and strive to be the best they can be. However, its most salient assets are the people who make up the program including personal advisors, learning specialists, participants and alumni that all come together to create a supportive and collegial environment where those that are motivated by self-reflection and improvement, as well as a hunger for becoming a strong leader, can excel. It has not only assisted me in identifying my strengths and weaknesses, but it has allowed me the opportunity to push and challenge myself beyond perceived limits and walk through new doors of personal and professional development. It is a one time opportunity that can be truly life
altering.”
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Trevor Bhupsingh
Strategic Management Branch
Industry Canada |
LEARNING COMPONENTS
The learning components of the AEXDP are delivered in partnership with the Canada School of Public Service
(CSPS).
The group of learning specialists at the CSPS is responsible for the design, update and delivery of collective activities that form part of the AEXDP learning component. The other role of the learning specialist involves a partnership with an executive advisor
at PSHRMAC and the participant. The goal of this partnership is to identify the developmental needs of the participant through the personalized learning program, recommend an action plan that meets those needs and offer support during assignments.
The developmental component of the AEXDP is based upon the following three fundamentals:
- Participants develop their leadership through self-knowledge and awareness. Discovering their essence, their strengths and their worth, they demonstrate the full potential of their leadership
skills.
- Participants form a community of learners who will support each other in their learning and who will, eventually, contribute to the development of lasting relationships
among numerous sectors of government.
- Participants will become leaders and key players because they will be able to grasp the complexity of the context which is unique to public service: they are aware of the values of public service, the policy development process, the mechanics of service delivery for citizens, risk management, people management,
and stewardship and accountability (http://www.csps-efpc.gc.ca/programs/aexdp/framework/index_e.html).
At the individual level, participants work with their executive advisor and learning specialist to develop and implement a strategic personalized learning program, and the measurable actions required to enhance their competencies in key areas. Initially, the results from the assessment and selection process are used to
establish learning needs; however goals and objectives continue to evolve in response to
challenges and opportunities encountered and to feedback from managers, peers, staff and other observers. Personalized learning is a way for participants to chart and reflect upon their progress as “lifelong learners”.
The Introduction Event is the initial learning event where
participants are given the necessary support to further develop as leaders and
as a community of leader learners. In an environment conducive to the
creation and development of that community, the AEXDP introduction has the following
objectives: to have a better grasp of participants' strong points as well as
areas they need to improve; to create the best possible environment to establish
their community on solid ground and to offer them support structures which will
enable them to cope with the competing commitments of their personal and
professional lives.
Action Learning Groups are made up of five or six participants who
meet every six to eight weeks under the guidance of a facilitator to address
work-related challenges. The process is a continuous cycle of action and
critical reflection on timely and relevant topics. In these groups, participants
learn from and guide each other as they identify new ways and approaches to
moving even their most challenging projects forward.
Collective learning events are scheduled throughout the Program and are opportunities for AEXDP participants to learn together. Some collective events allow participants to explore topics that reflect the priorities and emerging challenges in the federal public service and
to discuss the type of environment and leadership that will best support government. These events include a mix of experiential learning and structured discussions that maximize peer exchange and interactions with leaders from within and outside the public service. Other events, designed by participants, aim to develop a community of leaders by focusing on a
relevant leadership topic with the goals of learning and developing their community.
Coaches help participants achieve breakthroughs in their performance. They observe participants and work with them to uncover new possibilities for action and to help them re-frame their relationships and commitments. Coaching involves a formal process structured around specific intended results and times-frames.
Mentors help participants gain insight through personal guidance and professional support. Like participants, mentors work in the public service. They share with participants a common frame of reference within which to discuss issues and challenges. Mentoring relationships are normally guided by informal agreements and participation is voluntary.
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