Frequently Asked Questions

Frequently Asked Questions for Applicants

FAQ - Update - Alignment and Redesign of MTP and CAP

• Salary on Appointment to the Management Trainee Program
• Promotion and Performance Awards
• Terms and Conditions of Employment
• Deployments / Transfers, and Appointments off the Program
• Ab Initio Candidates
• Miscellaneous
• Promotion

QUESTIONS AND ANSWERS DRAWN FROM THE MANAGEMENT TRAINEE PORTFOLIO

• Integrated Assessment Process Report
• Ab Initio Status
• Language Training
• Assignments
• Mandatory Training
• Optional Training/Development
• Performance Review (Appraisal)
• Promotion Boards
• Mentor
• Networking
• Useful Information

Integrated Assessment Process Report

Why is it a good idea to keep, and occasionally refer to, your Integrated Assessment Process (IAP) Report?

Your IAP Report provides you with important information that you can use during the MTP. It provides information on your strengths and areas for improvement, as well as suggestions for learning and development. During the assessment, you were assessed on six leadership competencies at the middle manager level: Cognitive Capacity, Action Management, Teamwork, Interpersonal Relations, Communication,  and Behavioural Flexibility. These same six competencies, as well as an additional eight competencies, will be used during the MTP Promotion Process and at Graduation. Your IAP Report will give you valuable information on how well you demonstrated behaviours related to the competencies that were assessed and/or information on behaviours that you need to improve. This report is an excellent tool to help you develop/improve the competencies that you will need by the time you are ready to graduate from the Program.

For more information on the Integrated Assessment Process, visit http://www.psc-cfp.gc.ca/ppc/assessment_pg5_gg_e.htm

Ab Initio Status

What is Ab Initio Status? Once selected, why was I not appointed to the Public Service as an MM-01?

One of the requirements of being appointed to the MM-01 group and level, is that you be bilingual at the "C-B-C" level. For this reason, selected candidates who do not pass the Second Language Evaluation (SLE) examination, are conferred a non-employee, Ab Initio status, up until the time that they are successful at the SLE exam. Ab Initio candidates receive an allowance in lieu of pay while on language training that is equal to 80% of the Program entry-level salary. If you are an Ab Initio candidate, you may wish to immerse yourself in the learning of your second language, keeping in mind that candidates who are not able to meet the "C-B-C" requirements in the allotted time (a maximum of 52 weeks of full-time language training) will be ineligible for entry into the Management Trainee Program.

For more information on Ab Initio Status, visit http://www.hrma-agrh.gc.ca/mtp-psg/abinitio_e.asp

Language Training

How can I ensure that I become fluent in my second language while on language training?

The Public Service Human Resources Management Agency of Canada takes care of the arrangements for successful candidates who require language training to attend one of the Language Training Centres across Canada. For most candidates, this involves attending full-time continuous training for a period of up to 52 weeks. Although the quality of training in these Centres is high, you may wish to supplement this training with additional second language activities that will allow you to immerse yourself in the second language. Often, it is the oral interaction skill that is the most difficult to master; consequently, you may wish to explore other activities that will allow you to practise the second language that you are learning. Language Training Canada, within CSPS, encourages trainees on language training to participate in events such as the opening of the "La semaine de la francophonie" which is held every year, the symposium on official languages, and the presentation of Language Training Canada's self-learning software. As well, you may wish to speak to your Language Teacher about the possibility of forming a partnership with someone who is learning the other language.

Sometimes I feel that I have reached a plateau on language training, and am having difficulty recognizing that I am progressing. Is this a common sentiment?

Yes, it is quite common and, if you feel that you have reached a plateau in your second language learning, you should discuss this with your Language Teacher. He/She can help you to determine the best strategy for moving ahead in your second language learning.

I have been on language training for a few months and I am feeling isolated from my Department/ Agency and my manager. Is it acceptable to contact him/her?

Absolutely. Often, the manager and/or the MTP Coordinator have not forgotten you, rather, they may be busy with the day-to-day activities of managing an organization/Program. In most instances, these individuals are anxious to know how their trainees are doing and will often take the opportunity to invite their trainees to a special meeting or a social event within the work unit.

What happens if I do not pass the language assessment exam at the end of the language training period?

Unfortunately, you cannot be appointed to an MM-01 group and level if you fail to meet the "C-B-C" language requirements.

I am an internal MTP candidate (term or indeterminate position) on language training. What is my salary?

There are a number of possible options with respect to the appointment of internal MTP candidates who are subsequently required to attend language training. It is recommended that these options be explored and discussed between the home organization and the employee on a case-by-case basis.

How long are the SLE test results valid for?

Second Language Evaluation test results are valid for: (1) five years for tests administered on or after April 1, 1990; (2) an indefinite period of time for persons with valid results as of April 1, 1993 who remain in the same bilingual position, provided that the linguistic profile of the position is not raised above the person's skill level while he or she is in the position.

Assignments

Why is it important that I negotiate my MTP assignments carefully?

Before you accept any MTP assignment, you should closely examine the duties that you will be performing and the environment in which you will be working. Where you are in the Management Trainee Program, and what competencies you have yet to develop, will help you choose the appropriate assignment. As you move through the Program, assignments should provide you with increasingly challenging operational, managerial and leadership experience. As well, remember that, during your Promotion Boards, you will be assessed against specific competencies, therefore, it is important that your assignments provide you with the opportunity to develop these competencies at the appropriate stage of your career progression.

Is it really necessary to accept a Central Agency assignment?

Although it is not absolutely necessary, it is highly recommended that MTP Trainees acquire central agency experience through an assignment of up to 12 months with one of the central agencies. The central agencies are the Treasury Board Secretariat, the Public Service Human Resources Management Agency of Canada (PSHRMAC), the Privy Council Office, the Department of Finance Canada, and the Canada School of Public Service (CSPS). Assignments at the central agencies will provide you with experience in areas such as policy research and policy modification and development, experience in priority-setting at the government-wide level, experience that is not always readily available in line departments. As well, central agency assignments offer the opportunity to network with senior representatives of the Public Service, allowing you to establish contacts that may serve you well in the future.

What if my manager does not agree with a Central Agency assignment?

First, you should speak with your manager to determine why he/she does not want you to participate in a central agency assignment. Normally, resistance is due to a lack of understanding. Discuss the benefits of this type of assignment with your supervisor, emphasizing that central agencies usually provide trainees with policy development experience that is an integral component of the Management Trainee Program. Afterwards, if you are still unsuccessful, you may wish to consider discussing this situation with the MTP Co-ordinator in your department/agency. This person may be able to assist you in explaining the objectives of the Program to your manager.

What do I gain by accepting an assignment outside of the National Capital Region?

As with assignments in central agencies, assignments outside of the Ottawa/Gatineau often provide you with experience in a front-line operational environment within a regional setting. Experience in a regional/ district setting provides an excellent opportunity to observe and learn about the communication networks with partners, clients and departmental headquarters personnel, thereby allowing you to develop competencies such as organizational awareness and partnering. It may also provide you with the opportunity to manage projects that focus on front-line service delivery. This experience may allow you to develop or enhance such competencies as teamwork, action management and behavioural flexibility.

I find myself in the position of performing "officer type" duties during my MTP assignments. Is there a way to ensure that my MTP assignments provide me with "manager type" responsibilities?

Again, one of the best means to acquire "manager type" experience is to accept a regional or field office assignment. In all probability, you will find that in such a regional setting, you will be required to supervise a work unit and consequently will be provided with a wealth of "manager type" experience. Conversely, assignments in Central Agencies or Headquarters will often provide you with "policy development" experience and will rarely provide you with this "manager type" experience.

I am having second thoughts about accepting an assignment. Is there someone I can contact?

Normally, you should not accept an assignment unless you are certain that it will provide you with the experience and opportunity to develop the competencies that you will require at the time of graduation, or that it will in some way prepare you for the job that you are seeking when you graduate from the Management Trainee Program. If you are having difficulty deciding if you should accept or refuse an assignment, you may wish to discuss the merits of the assignment with your mentor or the MTP Co-ordinator in your home organization.

I am aware of the Career Opportunities System (COS). Are there other means of finding an assignment?

Although the Career Opportunities System (COS) is used by managers to advertise MTP assignment opportunities, there are other options you can use to secure an assignment. Your mentor is an excellent resource to utilize, as are other contacts that you have established in prior assignments. Additionally, if you come across an opportunity, you should pursue the possibility with the hiring manager. Remember, managers who have had some experience with the Management Trainee Program are often eager to re-hire other MTP trainees.

For more information on the COS, visit http://jctc.gc.ca/index_e.html

Is it possible to receive Acting Pay during one of my assignments?

As an MTP Trainee, you are not entitled to receive acting pay while you are on the Program. Given that the objective of the Management Trainee Program is to provide you with the opportunity to develop the skills and competencies that you will need to become an effective Public Service manager, it is not appropriate that you also receive additional payment for the performance of higher value duties. However, once you have successfully completed the Program, you will be entitled to acting pay, if you are temporarily appointed to a position classified at a higher level than your substantive position.

Mandatory Training

In my current assignment, I am involved in a project that has very tight deadlines. My manager has indicated that it may be difficult to allow the required time for me to attend one of the MTP mandatory training courses. Can these mandatory courses be postponed or waived?

No, the MTP mandatory training must be taken; consequently, managers must allow trainees to take the courses that have been identified. You should discuss your mandatory training requirements with your manager, highlighting the fact that these courses are a necessity for both your promotion and your graduation exercises. Additionally, you may wish to discuss these training requirements with your manager as part of the ongoing performance review process that should occur during your assignment. Note that you should register with CSPS early, as availability for training is somewhat restricted.

How do I go about registering for CSPS Courses, and whom do I contact to make travel arrangements?

You can find the forms to register for CSPS courses by visiting http://www.myschool-monecole.gc.ca/programs/mtp/index_e.html

These training forms must be signed by your Manager and the MTP Co-ordinator in your department/agency. Once completed, the forms should be faxed to CSPS at (613) 943-5600

For information on travel arrangements, call (613) 947-5876 (National Capital Region) or 1-877-947-5876.

Optional Training/Development

Given that I must take the MTP mandatory training, is there any benefit to my taking optional and/or departmental courses?

Absolutely. Optional courses delivered at CSPS, such as the Diversity Leadership course, will provide you with the opportunity to broaden your experience and learn how to lead diversity, which is currently a strategic priority for the Public Service. These optional courses can frequently help to fill in Program gaps by providing you with the experience and knowledge that you have not yet acquired during your assignments. Departmental training, that is specific to the job that you are doing, will often provide you with hands-on solutions to certain challenges that your current department or agency is facing. Many of these courses/workshops do not involve a cost and are given by departmental subject-matter experts.

What other types of training/learning activities should I be pursuing?

You should consider attending CSPS Learning events that include Armchair Discussions and a new Thematic Series that is open to all managers at all levels in the Public Service of Canada, including MTP Trainees. As well, MTP trainees are invited to participate in the APEX Annual Conference, held each spring by the Association of Professional Executives of the Public Service of Canada. You may wish to contact the Training and Development Section of your department/agency to see what else may be available and of interest to you. Additionally, you may wish to consider taking a middle manager orientation course that will provide you with hands-on experience in managing a work unit. Courses such as The New Roles of the Public Service Manager, offered by CSPS, may be of interest for those MTP Trainees who want to familiarize themselves with the new roles they are expected to play in managing the modern Public Service. Another course delivered is Managing Resources: An Integrated Approach. This course situates the new roles of the middle managers within the federal government management structure and provides participants with a framework for managing resources.

For more information, visit http://www.hrma-agrh.gc.ca/mtp-psg/training_e.asp http://www.myschool-monecole.gc.ca/programs/mtp/index_e.html

Performance Review (Appraisal)

I have heard that the Performance Review Process is just another of the government's paper exercises. How much effort, then, should I devote to this process?

Lots. In fact, this is one of the most important exercises in which you will be involved during the MTP process. Your immediate supervisor or manager will assess your performance against the Management Trainee Program competencies/associated behaviours, and will rate your overall assignment performance. Additionally, the manager will indicate the recommended activities and assignment areas to address gaps in experience and/or competencies. You should ensure that these gaps are included in the negotiation of your next assignment. Note: A less than Fully Satisfactory Performance Review Report will result in a delay to your promotion to the next MM level. A second rating of less than Satisfactory will disqualify you from the balance of the Program.

I don't agree with the rating and/or comments that my manager provided during my Performance Review Process. What recourse do I have?

Normally, a Performance Review Report should not be a surprise to an employee. The Review exercise should be approached by the manager and the trainee as a continuous process, whereby the manager provides regular feedback to the trainee on his/her performance throughout the course of the MTP assignment. However, if at the end of this review process, you feel as though your performance has not been accurately reported, you may make note of this on the Management Trainee Program Performance Review Report. There is a section under "Comments and Signatures" where you can include your comments and, if you need more space, you may include additional pages. Finally, as any other employee, you have the right to grieve your Performance Review Report.

My manager is having some difficulty preparing my Performance Review Report to correspond to the MTP requirements of measuring competencies and associated behaviours. Is there a document to which I can refer him/her?

Yes, there is. The Management Trainee Program Manager's Guide, which has just recently been prepared, is an excellent tool to assist managers in improving the quality of MTP assignments for MTP Trainees. There is a section in the Guide that provides a manager with information on assignments, promotion boards, training, etc. If your current manager has not yet received a copy, he/she should contact the MTP Coordinator in the department or agency.

For more information, visit http://www.hrma-agrh.gc.ca/mtp-psg/process_e.asp

Promotion Boards

How can I ensure that I am well prepared for my Promotion Board interview? Is there anything that I should review?

Yes, you should prepare yourself for your Promotion Board by reading the MTP Promotion guidelines, and by checking with your Departmental Coordinator and manager, to obtain the specific departmental approaches and practices for MTP promotions. Given that there is a variety of assessment tools that can be used by the department, the manner in which you prepare for your Promotion Board will vary from one organization to another. Although it is recommended that reference checks of MTP Trainees be conducted, departments may wish to use structured interviews and/or performance review reports. Note that, in order to be promoted, you must demonstrate strengths across most of the competencies, relatively few weaknesses, and more strengths than weaknesses in the key competencies. You may wish to enquire how this is done in your specific department or agency.

I have heard that the competencies, as well as the assessment tools for Promotion, have been reviewed by the PSHRMAC. Is this true? Where can I find this information?

Yes, this is true. Fourteen leadership competencies have been identified as essential management components for achieving renewal in the Public Service (otherwise known as La Relève). The PSHRMAC has recently revisited the MTP competencies to align them with those of La Relève and the assessment tools for the MTP Promotion Boards. To review these competencies, as well as the definitions and the behaviour indicators for each of the competencies, visit the Web site listed below or contact your MTP Coordinator in your organization for more information.

My department does not use all of the MTP Assessment Tools for Promotion that have been developed by the PSHRMAC. Is there a reason for this?

Although departments are strongly encouraged to use all of the MTP assessment tools developed by the PSHRMAC to evaluate their trainees during the MTP Promotion Board, for a variety of reasons, some departments may choose not to utilize all of these assessment tools. It is important to note, however, that any of the assessment tools used for the MTP Promotion Board must evaluate the competencies that have been established for the MM-02 and MM-03 levels.

For more information, visit http://www.hrma-agrh.gc.ca/mtp-psg/promotion_e.asp

Mentor

At the beginning of my MTP career, my mentor was able to provide me with valuable knowledge and experiences that he/she could share. Unfortunately, this person has accepted new challenges and has less time to spend with me. Should I look for another mentor?

That depends on how comfortable you are with the individual and his/her ability to invest the time and effort required to make your relationship work. Changing mentors is not necessarily a bad thing to do. As with any other kind of relationship, it may have come to its natural conclusion. In this case, you may wish to try someone else. Remember, finding the right match is critical for your success in the Program.

Is it appropriate to keep in touch with my former mentors?

Absolutely. Mentors can continue to play an important role in your professional network, and can often continue to provide you with career planning advice once you have graduated from the Program.

My Department did not assign a mentor to me. Is it worthwhile to find a mentor on my own?

Yes, for the same reasons that you may wish to keep in touch with a former mentor. These individuals are excellent resources that can assist you during your entire career with the federal Public Service.

For more information, visit http://www.hrma-agrh/mtp-psg/mentors_e.asp

Networking

What is networking and why is it important?

Simply, networking is bringing people together, allowing them to share their talent and passion with others. As such, networking allows the building of support, partnership and strategic alliances. Your contacts with other Management Trainees, as well as contacts both inside and outside of your department/agency, will be important as you move towards becoming an effective leader within the Public Service.

Useful Information

Which Acts are the most useful to know?

Financial Administration Act

Administered by the Treasury Board Secretariat (TBS), this Act establishes the Treasury Board Secretariat itself and gives it powers with respect to the financial, personnel and administrative management of the Public Service, employment equity in the Public Service, and the financial requirements of Crown Corporations.

To access this Act, visit http://laws.justice.gc.ca/en/F-11/text.html

Official Languages Act

Administered by the Treasury Board Secretariat, it makes the Treasury Board responsible for co-ordinating the official languages programs of federal institutions. Among other things, this Act: provides for full and equal access to Parliament and to courts established by Parliament, in both official languages; gives Canadians the right to receive federal government services in either English or French in the National Capital Region and wherever, as defined by the official languages regulations, the size of the minority population or the nature of the office justifies it; aims to ensure equal employment and career-advancement opportunities in all federal institutions for English- and French-speaking Canadians; commits federal institutions to hiring, subject to the merit principle, English- and French-speaking Canadians in numbers that reflect their proportion in the overall Canadian population; and gives federal employees the right to work in the official language of their choice in the National Capital Region and in other designated regions.

To access this Act, visit http://laws.justice.gc.ca/en/O-3.01/text.html

Employment Equity Act

The purpose of this Act is to achieve equality in the workplace so that no person shall be denied employment opportunities or benefits for reasons unrelated to ability and, in the fulfilment of that goal, to correct the conditions of disadvantage in employment experienced by women, Aboriginal peoples, persons with disabilities and members of visible minorities by giving effect to the principle that employment equity means more than treating persons in the same way but also requires special measures and the accommodation of differences. The four groups designated for employment equity purposes continue to be: women, persons with disabilities, Aboriginal peoples, and persons in a visible minority.

To access this Act, visit http://laws.justice.gc.ca/en/E-5.401/text.html

Public Service Employment Act

This Act governs staffing in the Public Service and gives the Public Service Commission of Canada exclusive authority to make appointments in all government departments and agencies that do not have separate staffing authority under specific legislation. This Act enables the Public Service Commission of Canada to delegate this exclusive authority to make appointments to departments and agencies. Additionally, this Act stipulates that the Public Service Commission of Canada shall "operate and assist deputy heads in the operation of staff training and development in the Public Service".

To access this Act, visit http://laws.justice.gc.ca/en/P-33/text.html

Public Service Staff Relations Act (PSSRA)

An Act respecting employer and employee relations in the Public Service of Canada. Approximately 200,000 employees in 156 bargaining units are covered by the collective bargaining and other provisions of the PSSRA. The Public Service Staff Relations Board is an impartial federal Public Service labour relations organization that is responsible for the administration of this Act. The Public Service Staff Relations Board is committed to promoting and supporting harmonious employer-employee relations in the Federal Public and Parliamentary Service.

To access this Act, visit http://laws.justice.gc.ca/en/P-35/text.html

Canadian Human Rights Act

Under the Canadian Human Rights Act, it is against the law for any employer or provider of service that falls within federal jurisdiction to make unlawful distinctions based on the following prohibited grounds: race, national or ethnic origin, colour, religion, age, sex (including pregnancy and childbirth), marital status, family status, mental or physical disability (including previous or present drug or alcohol dependence), pardoned conviction, or sexual orientation. Individuals are protected by the Canadian Human Rights Act in dealings with the following employers and service providers: federal departments, agencies and Crown corporations, Canada Post, chartered banks, national airlines, interprovincial communications and telephone companies, interprovincial transportation companies, and other federally regulated industries, such as certain mining operations.

To access this Act, visit http://laws.justice.gc.ca/en/H-6/text.html

Access to Information Act

Administered by the Treasury Board Secretariat, this Act gives Canadian citizens, individuals and corporations present in Canada, the formal right of access to federal government records in accordance with certain principles.

To access this Act, visit http://laws.justice.gc.ca/en/A-1/text.html

Promotion

Why was MTP promotion revised in 2000?

• The MTP competency profile was changed to reflect the 14 La Relève competencies.
• This means that MTP uses the same integrated system of competencies that is used for assessment as well as for corporate development and selection programs (i.e. CAP, EXA, AEXDP, promotion).
• The competencies now featured in MTP promotion use the same integrated system of competencies already used for MTP recruitment.

What is new in the revised promotion process?

• Assessment of the 14 La Relève Competencies
• Articulation of which competencies will be assessed for promotion at what level
• Updating the assessment tools to reflect the new competencies and enhance standardization
• Assessment at graduation

What are the key competencies being assessed?

Why are these competencies designated as key competencies?

What are the other competencies and what is the rationale for when they are assessed?

Trainees are likely to have opportunities to demonstrate these competencies in their individual contributor roles during early assignments (0 to 18 months).

These competencies are expected to be developed more, and to be better demonstrated at the later stages of the Program, due to the work involved in later assignments (18 to 36 months) and Trainees' team leading roles.

All 14 competencies will be assessed at graduation to measure improvement and progress.

What are the implications of the revised MTP promotion process?

• Competencies will be assessed at stages in the Program that make the most sense.
• Facilitates a standard and fair assessment of all Trainees across the Program.
• Uses the same integrated system of competencies used for assessment as well as for corporate development and selection programs (i.e. CAP, EXA, and AEXDP promotion).
• Trainees will get a clear picture of where they stand on competencies important in the Public Service, currently and in the future.

Is there anything new about the tools that will be used for assessment at promotion?

• Structured interview
• Reference checks
• Other sources of information such as performance appraisals

However, the tools will be updated to reflect the new competencies and enhance standardization.

The revised format will better meet the needs of various departments.

Why are Trainees assessed at graduation?

What happens if a Trainee "fails" at graduation?