ARCHIVED - Professional Development and Certification Program for the Procurement, Materiel Management and Real Property Community: Learning Toolkit

Professional Development and Certification Program for the Procurement, Materiel Management
and Real Property Community

Learning Toolkit

Table of Contents

1. Introduction
2. Professional Development and Certification Program Description
   • The Environment
   • Background
   • The Community
   • What Makes this Community a Community?
   • Program Objectives and Benefits
   • Target Audience
   • Guiding Principles
   • Implementation
     • Our Partners
     • Timeline
3. Program Learning Framework - Structure and Description
   • Learning Framework Overview
   • Core Competency Profile and Assessment Tool
   • Program Curriculum
     • Core Knowledge and Skills Topics
     • Specialized Knowledge and Skills Topics
     • Alternative Learning Solutions
     • Core Competency / Learning Solutions
   • Certification
4. A Guide to the Procurement, Materiel Management and Real Property Community - Core Competency Profile
   • Introduction
   • Importance of Developing a Competency Profile
   • Structure of the Core Competency Profile
     • Competencies Defined
     • Competency Clusters
   • Methodology Used to Develop the Core Competency Profile
   • Using the Assessment Tool
     • Rating Scale
     • Steps in the Assessment Process
   • Your Individual Learning Plan (ILP)
     • The Professional Development and Certification Program's Continuous Learning Courses
   • Instructions for Using the Web-Based Core Competency Profile Tool
   • Appendix A: Roles of Procurement, Materiel Management and Real Property Specialists
   • Appendix B: The Procurement, Materiel Management and Real Property Core Competency Profile
   • Appendix C: Your Individual Learning Plan (Template)
   • Appendix D: Glossary
5. Program Curriculum
   • Core Knowledge and Skills Topics
   • Specialized Knowledge and Skills Topics
   • Alternative Learning Solutions
   • Core Competency / Learning Solutions

Introduction

The Learning Framework Toolkit for the Professional Development and Certification Program provides the tools you need for your learning journey as a specialist in the Procurement, Materiel Management and Real Property community. It is an important element of the federal government’s key human resources renewal initiative in support of the HR modernization and the Policy on learning, training and development. It also supports the TBS management priorities and commitments .as the community transitions from a transaction-based process to a more knowledge-based, strategic profession.

The purpose of the Learning Framework is to guide Procurement, Materiel Management and Real Property community members and their managers in identifying an employee’s learning needs in the context of the Professional Development and Certification Program. The framework is intended for everyone who spends time involved in the life-cycle managements of assets—those involved in all aspects of asset management, from assessing and planning of requirements; acquisition; operations, use and maintenance; to disposal.

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For the first time, a comprehensive learning framework for a Professional Development and Certification Program will support the community. It defines the core competencies that are common to all members of this diverse community and offers a competency assessment tool and appropriate learning opportunities and professional designation in Procurement and Material Management through a program curriculum.

The Learning Framework

• Core Competency Profile and Web-Based Assessment Tool - to define your learning needs
• Standardized Program Curriculum - to build your knowledge and skills
• Certification - to give you the recognition you deserve

The Treasury Board of Canada Secretariat Professional Development and Certification Program Management Office developed this Learning Toolkit in consultation with the following stakeholders:

• Professional Development Advisory Committee (PDAC)
• Continuous Learning Working Group (CLWG)
• Departments, Common Service Providers and Agencies
• Bargaining Agents (PIPSC)
• Delivery Agents (Canada School of Public Service and PWGSC)

Like workplace learning, which is a dynamic and evolutionary process, the Learning Toolkit is a "work in progress" and will evolve as the key program elements are developed and validated.

Professional Development and Certification Program Description

The Environment

Citizen-focused, results-oriented government requires the sustained efforts of a professional and motivated workforce across the public service. The importance of a well-qualified and motivated workforce is reflected in the Government priorities for recruitment, retention and continuous learning and the Federal Accountability Action plan’s Commitment is to “provide accreditation and training for Procurement Officers”. Furthermore, it supports the New Treasury Board Policy on Learning, Training and Development and Directing on the administration of Required Training.

The Procurement, Materiel Management and Real Property community is operating in an environment that has created many new opportunities. At the same time, however, the challenges are greater than ever. Increased complexity and pressures have led to new risks to be managed, such as increased parliamentary and public scrutiny, accountability and transparency; evolving trade agreement obligations; Canadian International Trade Tribunal complaints; significant increases in legal risks; and the impact of e commerce on contracting, procurement and life cycle management of assets.

Background

Over the years, the Auditor General and others have identified long-standing deficiencies in the government's materiel management practices. Departmental initiatives since 1995 have attempted to reduce excess inventory and address other shortcomings.

In 1998, the Modern Comptrollership Learning Advisory Panel approved the creation of a Materiel and Supply Management Steering Committee (MSMSC) - comprising senior members of the community across government - to develop and implement a professional development program to respond to the challenges of Program Review and La Relève. Its aim was to provide advice and assistance to the Treasury Board Secretariat in moving the community from a transaction-based process to one that adds value within the context of the strategic needs of departments and agencies. To do so, new skills and knowledge would be required.

Reports from the Standing Committee on National Defence and Veterans Affairs and the Standing Committee on Public Accounts have identified deficiencies in the policy framework, business processes and practices. Treasury Board Ministers have also indicated that future delegations of procurement and contracting authority may be contingent on demonstrated capacity to properly manage the function, including having properly trained and qualified staff within departments to exercise those authorities in a sound professional manner.

In response to these and other challenges, the Government of Canada has recognized the need to reconstitute the professional development and certification of the community and to develop a cadre of practitioners who have the learning tools needed to work effectively in this new environment.

In September 2000, a Treasury Board of Canada Secretariat Program Management Office was established to bring a full-time dedicated focus to develop and implement the Professional Development and Certification Program, advancing the efforts accomplished by the community through the MSMSC and its sub-committees.

The development and implementation of a comprehensive government-wide program must address the needs of many stakeholders with varied interests. In the spring of 2001, the Treasury Board of Canada Secretariat Program Management Office commissioned a study to solicit the views of stakeholders on their challenges. The purpose was to identify the areas of highest priority on which to focus efforts in developing learning solutions and the core program components.

The overriding conclusion of the Highest Priorities Challenges Study was that the community is faced with a widening gap between the work required and the skills and capacity available. Specific challenges and suggested solutions were offered regarding community management, individual learning, recruitment and retention, and an environment of increasing complexity and rate of change. An action plan was subsequently developed in collaboration with the Professional Development Advisory Committee (PDAC) to develop the learning tools of the program. The first steps were to develop the core competency profile and web-based assessment tool and define a program curriculum to address the most critical areas where knowledge and skills need to be developed or enhanced.

In February 2006 the PDCP was launched across Canada to explain the various components and the certification process.

The Community

The Procurement, Materiel Management and Real Property community plays an essential role in delivering the federal government's program and services - providing expertise in the assessment and planning of requirements; acquisition; operation, use, maintenance; and disposal of most government resources. These resources include:

• materiel asset holdings valued at over $50 billion,
• real property holdings valued at over $35 billion, and
• a direct impact on over $13 billion in contracts annually.

An estimated 6,000 public servants and uniformed personnel in 1,200 locations in Canada and abroad are directly or indirectly involved on a full-time or part-time basis in the life-cycle management of federal government assets. The community is made up of three functional specialties: procurement, materiel management, and real property. They comprise a diverse group of occupations, including contract management, procurement, engineering, inventory control, warehousing, disposal and materiel, asset, supply, project and fleet management, and occupational classifications (AR, AS, CR, EG, ENG, ENG, ES GL, GS, PG, PG, PM and SO, as well as other related classifications and uniformed personnel).

What Makes this Community a Community?

Unlike many government-wide communities, such as Financial Officers and Human Resources, that share similar job-classifications and roles, the procurement, materiel management and real property community consists of a diverse group of occupational categories including PG, ENG, AS, CR as well as other related classifications and military personnel.

While the community cannot be distinguished by the job classification, they can be by the type of work they engage. What binds this community is their relationship to and responsibility for the life cycle management of assets. As a consequence of this shared responsibility, the community shares many core competencies. One of the unique features of the Professional Development and Certification Program is its explicit recognition of this community commonality and the creation of a competency profile and learning mechanisms that target them.

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Program Objectives and Benefits

The objectives of the Professional Development and Certification Program are:

1. to provide employees with the tools to acquire the skills, knowledge and expertise to meet evolving and complex business needs, government priorities and management initiatives; and
2. to ensure that departments have the capacity to implement modernized management policies and practices and associated delegated authorities.

It is expected that professionally trained employees will have the knowledge and skills required to both exercise greater levels of delegated authority in a more strategic role and to serve their clients and meet the challenges of an increasingly complex environment.

Successful implementation of the Professional Development and Certification Program will better prepare the community in carrying out its roles, and will in turn foster professionalism and recognition for the value-added of the community as a vital component of government through:

• greater standardization and transferability of core knowledge, skills and training requirements in this field across functions and departments;
• a program of excellence, responsive and adaptive to meet evolving requirements, taking advantage of best practices and modern techniques developed in the field at large (both private and public sectors);
• reduction of duplication of departmental in-house courses where feasible;
• effective management of the current transition facing a workforce subjected to high turnover as a result of significant demographic changes; and
• an environment that fosters continuous learning, innovation and change.

Target Audience

The Professional Development and Certification Program is specifically for federal government Procurement, Materiel Management and Real Property practitioners and their supervisors, as well as those who aspire to these positions. Operational managers who must knowledgeably access the services delivered by these practitioners or are involved in the life cycle management of assets, and senior managers who receive and direct the delivery of these services within their departments will also want to take advantage of the program’s comprehensive learning opportunities.

Guiding Principles

In light of the unique, dynamic and ever-changing environment of the federal government, the program must be responsive and adaptive - a program of excellence.

Implementation

Our Partners

Many partners will be involved in ensuring that the Professional Development and Certification Program is successfully implemented. First, the learning agenda must be owned by employees and their managers. They are jointly responsible for pursuing and promoting learning.

Employees must commit to and actively participate in the elements of the Learning Framework.

Line and Senior Managers must play a leadership role in supporting the program and participate in a range of ways.

Departments and Agencies contribute to program development and manage implementation.

The Treasury Board of Canada Secretariat's Program Management Office plays a leadership role in program design and development.

Bargaining Agents play an active role in representing employee interests.

CSPS and PWGSC are the two delivery agents.

Canada School of Public Service (CSPS)
CGSB is the Certification Body

The Professional Development and Certification Program Advisory Committee (PDCP-AC) and the Continuous Learning Working Group (CLWG) provide advice and support to program development and implementation.

External Professional Certification Programs and Professional Institutes, such as the Materiel Management Institute and the Real Property Institute of Canada, provide relevant additional learning opportunities and community growth.

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Timeline

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Program Learning Framework - Structure and Description

Learning Framework Overview

The structure and elements of the Learning Framework support the emerging role of the community as it transitions to a more knowledge-based and strategic profession—through a focus on continuous learning. The Learning Framework brings together the core competencies—the baseline knowledge and skills—common to all community members and the learning solutions that support their development. Learning solutions will include Required Training courses, recommended and specialized core knowledge courses, functional topics, department-specific learning activities, external professional designation programs and alternative learning solutions. 

The Learning Framework focuses on the learning solutions offered through the Professional Development and Certification Program for community members. It addresses the common, government-wide core competencies and learning solutions, but does not attempt to provide all of the solutions for an employee’s learning needs. Community members can also benefit from participating in their own department-specific training activities, courses and seminars offered by Canada School of Public Service (CSPS), Public Works and Government Services Canada (PWGSC) and other private sector organizations in the field.

A more detailed description of each element of the Learning Framework is provided in the following sections.

Core Competency Profile and Assessment Tool

Core Competency Profile

The Core Competency Profile defines the competencies that are common to the three functions that comprise the Community - procurement, materiel management and real property, as the Community moves toward a more strategic, knowledge-based profession. The profile consists of 22 competencies grouped into six clusters.

The core competency profile is a tool to help you identify your knowledge and skills, the gaps in your competencies and to determine how best to address them in terms of learning activities. It is not intended to be used as a screening tool for staffing, classification or for other human resource management purposes.

"Competencies" are the knowledge, skills and attributes expressed as observable behaviours that are necessary to perform successfully in a particular business role.

A "competency profile" is a set of competencies and levels of proficiency for each competency required to achieve quality results in a specific business role.

Competency Clusters

View an outline of the competency clusters and individual competencies that are contained within each cluster of the Procurement, Materiel Management and Real Property Competency Profile. A complete definition for each competency is provided along with the behaviours in Appendix "B".

Each competency is associated with statements of observable behavioural indicators relating to progressive and cumulative degrees of complexity (basic, intermediate, advanced). These degrees do not correspond to job classification levels, but with the complexity of the behaviours needed to meet work objectives. Every person's profile will be made up of a combination of competencies with various degrees of complexity. Accordingly, the profile you develop is only a guide to planning your learning and development requirements.

No one is expected to possess all of these competencies. In fact, some specialists' competencies will lie primarily in one category - legitimately so because they have focused on developing exceptional skills in that particular area or what their job requires. Each Procurement, Materiel Management and Real Property specialist's profile will be unique and will change over time as you learn and demonstrate new capabilities. Profiles will also differ depending on such factors as whether you work in the National Capital Region or in the regions, or if you work in a large versus a small department or in a department rather than an agency, or as a common service provider.

Many departments have developed competency profiles for functions specific to their organization, for learning and/or career-related purposes. These will continue to be used for their intended purposes, supplemented by the Core Competency Profile designed for the Professional Development and Certification Program.

Core Competency Assessment Tool

The Assessment Tool enables employees and managers to determine:

1. the competencies required for an employee's responsibilities,
2. your individual competency strengths and gaps, and
3. the learning solutions required to address the gaps.

The tool is designed to gather input from employees and managers—privately and confidentially. The assessment will be based on your and your manager's perception of the competencies required to meet your work objectives and an assessment of your competencies. While designed to support a joint process, it can be completed as an individual process. Once you have completed the assessment of your competencies, an individual learning plan should be developed that includes achievable objectives, steps and measures to assess progress.

Program Curriculum

The goals of the Program Curriculum are two-fold:

1. to ensure that functional specialists across government departments and agencies have a common exposure to:
   • the context and challenges of procurement and asset management in government
   • the core functions that support the life-cycle management of assets; and
2. to provide a foundation for a common, standardized knowledge base:
   • core and specialized knowledge and skills modules on topics identified as highest priority pertaining to procurement, materiel management and real property.

Fundamental and Function Specific Core Knowledge and Skills Topics

The topics will combine theory and practice and focus on the "must-have" fundamental and core knowledge and skills common to all three functions and related to:

• the fundamentals of working in the government context,
• introduction and an overview of the three functions that make up the community,
• understanding the legal and policy environment in order to make appropriate decisions,
• leadership and business management,
• the personal and interpersonal skills required to successfully interact with others and serve clients.

Alternative Learning Solutions

Critical to the success of the formal classroom learning opportunities that comprise Core and Specialized Knowledge and Skills are Alternate Learning Solutions. They allow easy access to the modules, courses and seminars, provide supportive, real-world opportunities to practise new skills and knowledge in the workplace, and contribute to community evolution and growth. These expand the opportunity for learning to take place outside of a formal classroom setting, a key concern of employees in regions that may not have the resources to attend courses offered in just a few locations. Combined with the formal learning opportunities, they form the foundation for a learning organization.

Departments and agencies now coordinate many of the Alternative Learning Solutions. Implementation ranges from systematic to on an as-needed basis. When appropriate, the Treasury Board Professional Development and Certification Program Management Office may coordinate emerging innovative Alternative Learning Solutions across the community, such as through internet based e-learning events and Business Television learning sessions televised across Canada.

Core Competency / Learning Curriculum

To ensure maximum return on training time and resources, Core Competency / Learning Solutions have been developed to identify the courses that are currently offered or under preparation which support the development of specific competencies.

Certification

"Certification" is the confirmation by an accredited organization, usually of professionals or Subject Matter Experts (SMEs), that a person meets the knowledge, skills and experience requirements to work in that profession.

Certification will support the program's goal of increased professional recognition of the community and formally recognize its vast and ongoing knowledge and skills requirements. The community recognizes the importance of linking government certification requirements with relevant external professional certification programs so that some of the credits earned internally may qualify for external requirements, and vice versa.

This component offers a professional designation to formally acknowledge your level of achievement. Procurement specialists can acquire the designation of Certified Federal Specialist in Procurement – CFPS and those in materiel management can acquire the designation of Certified Federal Specialist in Materiel Management - CFSMM

The standard for Competencies of the Federal and Real Property Community defines the competencies and related knowledge, training, and experience requirements for learning, professional and career development and/or certification. The Certification Program Manual and Certification Application and Maintenance handbook explain how a person will be assessed and the process and forms to apply for and maintain certification. The Canadian General Standards Board (CGSB) manages the certification process. The CGSB’s Web sit can be accessed at www.pwgsc.gc.ca/cgsb.

Link to the Certification Program Manual

A Guide to the Procurement, Materiel Management and Real Property Community - Core Competency Profile

Introduction

The purpose of this guide is to provide you, the procurement, materiel management and real property community specialists, with a core competency profile and the tools required to assess your knowledge and skills, which will assist you in managing your ongoing learning and development requirements in the context of the Professional Development and Certification Program. The program is designed to enhance the competencies, professionalism and value-added contribution of the procurement, materiel management and real property community across government in the delivery of programs and services to Canadians and the organizations in which they are employed (see roles defined in Appendix A).

The Procurement, Materiel Management and Real Property Core Competency Profile (Appendix B) defines the competencies that are common to all three functions-Procurement, Materiel Management, and Real Property-in the federal government in its transition from a transaction-based community to a more strategic, knowledge-based one. These three functions are viewed as one community because they are all involved in the life-cycle management of assets: the planning, acquiring, maintaining/using and disposing of assets. For purposes of this guide, the word "asset" refers to the management of both moveable and fixed assets, goods and services. Consequently, some of the knowledge and skills required to perform these functions are common to all three groups of specialists.

The core competency profile is a tool to help you to identify gaps in your competencies and then to determine which learning activities would best address those gaps. You can use this tool to determine the knowledge and skills you require to carry out your responsibilities, and to develop yourself to reach your potential.

The competency profile is not intended as a screening tool for staffing, classification or other human resource management processes. It is meant to help you strive for excellence as a procurement, materiel management or real property specialist, and to meet the challenges of working in today's government environment. Whether you are a new employee or an experienced one, in a regional office or at head office, you can use the Core Competency Profile to better manage your learning and development. Even though this is a voluntary process, managers and the community are encouraged to invest in their continuous learning.

Importance of Developing a Competency Profile

This initiative is in keeping with the TB Policy on Learning, Training and Development and the Framework for Competency-Based Management in the Public Service of Canada, which provides the legislative, policy and practical guidelines for using a set of competencies to manage people’s performance, including the learning they undertake, within the Public Service of Canada.

Human Resource Modernization, the government-wide initiative to renew the Public Service, also recognized the importance of identifying the competencies required for success in a changing work environment. As a result, many government departments are in the process of developing, or have developed, competency profiles for their own communities.

Because government priorities and policies are constantly evolving, one of the methods to address the gap between required and existing skills and knowledge is continuous learning and professional development. Specific areas of knowledge must be developed and/or strengthened to enable the community to meet the challenges of the government’s environment and requirements. The core competencies identified in support of the professional development and certification program provide the community with a self-directed approach to effectively manage its learning and development needs.

The recommended approach is for you, the employee, to complete your self-assessment using the Core Competency Profile. Your manager will then use the assessment tool to identify the competencies you need in order to carry out your responsibilities. Finally, your manager will assess your current competencies against that profile. Once you have completed your self-assessment, you can meet with your manager to discuss your competency development needs and goals. This way, you can jointly identify your learning requirements and prepare an individual learning plan.

If this approach is not feasible, you should still assess your competencies so you can identify the areas where you need further development and learning, and to choose from the solutions offered in the Professional Development and Certification Program.

Structure of the Core Competency Profile

Competencies Defined

"Competencies" are the knowledge, skills and attributes expressed as observable behaviours that are necessary to perform successfully in a particular business role.

A "competency profile" is a set of competencies and levels of proficiency for each competency required for achieving quality results in a specific business role.

Each competency is associated with statements regarding observable behavioural indicators that relate to progressive and cumulative degrees of complexity (basic, intermediate, advanced). These degrees do not correspond with job classification levels but rather with the complexity of the behaviours needed to meet the work objectives.

In any given context, an individual's profile will be made up of a combination of competencies with various degrees of complexity.

No one is expected to possess all of these competencies. In fact, some specialists will see that their competencies lie primarily in one category, legitimately so because they have focused on developing exceptional skills in that particular area, or that is what their job requires. Each procurement, materiel management and real property specialist's profile will be unique and will change over time as he or she learns and demonstrates new capabilities. Profiles will also differ depending on factors such as whether you work at head office or in a region, if you are in a large or a small department, or if you work in a department or an agency, or as a common service provider. Accordingly, the profile you develop is only a guide to planning your learning and development requirements.

This competency profile can also be used in combination with or to supplement other functional competency profiles developed for specific job families in your department or in the public service.

Competency Clusters

View an outline of the competency clusters and individual competencies that are contained within each cluster of the Procurement, Materiel Management and Real Property Competency Profile. A complete definition for each competency is provided along with the behaviours in Appendix "B".

Methodology Used to Develop the Core Competency Profile

The core competencies were identified by a subcommittee of the Treasury Board of Canada Secretariat's Continuous Learning Working Group, which provides advice to the TBS Program Management Office in the development and implementation of the program. The committee members represented various departments and agencies in training, procurement, materiel management and real property functions. The competencies were also validated by other members of the community from various departments and agencies and from PIPSC across Canada to ensure that they reflect the knowledge, skills and attributes required to meet the challenges of modern government.

The creation of the core competency profile also involved:

• analysis of related information and other competency profiles through literature, studies and database review, models, and interviews with members of the community;
• integration of various competencies from the Middle Manager and Financial Officer Competency Profiles developed under the leadership of the Public Service Commission and the Treasury Board Secretariat.

Using the Assessment Tool

The assessment tool contains 22 competencies that are expressed as behavioural questions that cover all 4 competency clusters. The assessment tool enables you and/or your manager to determine the following:

1. The competencies required for your responsibilities.
2. Your individual competency strengths and gaps.
3. The learning solutions required to address the gaps.

As previously mentioned, this is a voluntary process. Furthermore, the self-assessment information in the Web-Based Competency Assessment Tool is designed to maintain your privacy. However, both you and your manager are strongly encouraged to use the assessment tool to determine your learning needs. While the tool is designed to support this joint process, you can complete it as an individual process. The assessment will be based on your and your manager's perceptions of the competencies required for your responsibilities, as well as on an assessment of your competencies. Therefore, a discussion with your manager would be an important step in clarifying your learning needs as they relate to your responsibilities, assignments, workload priorities, constraints, etc. Comparing the two assessments will give you a comprehensive picture of your competency status as well as of your learning and development needs.

Rating Scale

You will use the rating scale shown below to select the competencies required for your responsibilities and to assess your level of proficiency against those competencies:

• 0 – Not applicable
• 1 – None
• 2 – Low
• 3 – Medium
• 4 – High

Steps in the Assessment Process

The process to identify the competencies required for your responsibilities and to assess your level of proficiency in those competencies entails four steps:

Step 1 "Preparing a Competency Profile for Your Responsibilities"

It is important to take an inventory of all the competencies associated with your responsibilities. This ensures that the competency profile reflects all the behaviours required for you to achieve your work objectives.

If your manager has identified a competency profile for your responsibilities, review it prior to creating your own competency profile and/or completing your self-assessment.

Select all the competencies associated with your responsibilities and role in your position.

Review all the behavioural questions of each competency you have selected, and rate the ones that you need to meet your work objectives (see the Rating Scale above).

Review your resulting competency profile to see if it is accurate.

Step 2 "Assessing Your Competencies and Identifying Your Learning Gaps"

Once the competency profile for your responsibilities has been established, you can identify any variance between the competencies you need and those you possess. You will then be able to establish your learning priorities.

Rate your ability to demonstrate each behaviour.

Based on your answers, an assessment report will be generated. This will state your competency ratings, indicating your strengths and gaps. This will help prepare you for a meeting with your manager, and will help you to formulate your individual learning plan.

Step 3 "Identifying Your Learning Needs and Developing Your Individual Learning Plan"

Contact your manager to set up a counselling session, and send him or her a copy of your assessment results. If your manager has also done an assessment of your competencies, read that report before your meeting. To take full advantage of your counselling session, be prepared to play an active role in the discussion.

During the meeting with your manager, review the factors identified on your assessment printout. Ask questions to make sure you understand the rationale behind your manager's interpretation of your assessment results. If your self-assessment led you to a conclusion significantly different from that of your manager, try to find out why your opinions diverge.

You can also use the discussion to further brainstorm and discuss other opportunities to develop your competencies. What new skills or knowledge should you acquire or develop? What kinds of assignments should you seek to develop your competencies? What courses should you take? Consider these before and during your counselling session.

Be aware that not all identified gaps must be filled immediately. The following should be considered in determining where to focus your priorities for learning:

• setting priorities;
• balancing current responsibilities versus future-oriented competency gaps;
• balancing individual development versus business/organizational needs;
• budget and workload constraints.

You and your manager should set progress milestones for you and discuss your competency development opportunities. This can be the basis for your plans and achievements during the coming year.

Step 4 "Evaluating Competency Progress"

Regular monitoring and recording of your progress will draw more attention to the tangible improvements you make throughout your learning and development program, serving as both a reward and motivator.

Ongoing monitoring also allows early identification of areas that require more effort and/or time to develop than originally planned. This will allow you to modify your learning plan proactively and on a timely basis.

An annual review of your competencies and individual learning plan should be conducted to see if you have achieved your learning objectives and to identify further developmental requirements for the coming year.

Your Individual Learning Plan (ILP)

You are strongly encouraged to develop an individual learning plan (see the template in Appendix C) once you have completed the assessment of your competencies. To be useful, a learning plan should be as concrete as possible, listing achievable objectives, steps and measures to assess progress. As a result of your self-assessment and reflection, the plan will identify the areas in which you can improve. It also allows you to articulate the steps and progress measures required to achieve these objectives. This is the part you will want to discuss with and have endorsed by your manager.

You should review your learning plan periodically, taking into account your progress as well as any new needs that arise.

The Professional Development and Certification Program’s required training and Certification Courses

To help you select training that corresponds to each of the five Core Competencies areas, consult the Core Competency Learning Curriculum.

For availability and electronic registration information for the Program Courses, please refer to the following Web sites:

• Canada School of Public Service (CSPS) at http://www.myschool-monecole.gc.ca/
• Public Works and Government Service Canada (PWGSC) at the Program’s website: http://www.pwgsc.gc.ca/cgsb/certpers/tools_training/training-e.html
• General information and assistance is also available from the TBS Program Management Office at pmmrp-agmbi@tbs-sct.gc.ca.

Instructions for Using the Web-Based Core Competency Profile Tool

The "How To Use" section explains how to use the Web-Based Competency Profile Assessment Tool. Please review these instructions before you begin your assessment.

Program Curriculum

The goals of the Program Curriculum are two-fold:

1. to ensure that functional specialists and line managers across government departments and agencies have a common exposure to:
   • the context and challenges of procurement and asset management in government
   • the core functions that support the life-cycle management of assets; and
2. to provide a foundation for a common, standardized knowledge base:
   • core and specialized knowledge and skills modules on topics identified as highest priority pertaining to procurement, materiel management and real property.

Core Knowledge and Skills Topics

The topics will combine theory and practice and focus on the "must-have" core knowledge and skills common to all three functions and related to:

• an overview of the three functions that make up the community, 
• understanding the Legal and Policy Environment in order to make appropriate decisions, 
• the fundamentals of working in the government context,
• Business Perspective,
• Leadership and Management,
• the Personal and Interpersonal skills required to successfully interact with others and serve clients.

Target Audience

New Employees

All new employees will need to take all or most of the required courses.

Experienced Employees

Experienced employees will need to renew or update their knowledge and skills, given the continually changing and ever-increasing complex environment.

Line and Operational Managers

Some of the modules are intended to be taken by internal clients—operational managers who must knowledgeably access the services delivered by community practitioners, and who may be responsible for, involved in or directing the delivery of these services within their departments.

Core Knowledge and Skills Topics

NB: The Specialized Knowledge and Skills modules and topics as they are currently grouped may change when they are developed into courses and other learning solutions. This chart will be updated electronically as the Program evolves.

Specialized Knowledge and Skills Topics

The objective of the Specialized Knowledge and Skills topics is to provide opportunities to develop function-specific knowledge and skills relevant to the business of each area: procurement, materiel management and real property through:

• the existing Continuous Learning Courses and new topics to be developed
• Departmental Courses, Workshops, Seminars, etc.
• Alternative Learning events, such as e-learning, Business Television (BTVA), etc.
• learning opportunities offered by recognized external professional certification organizations and by professional institutes such as the Materiel Management Institute (MMI) and the Real Property Institute of Canada (RPIC).

Target Audience

New Employees

Many of the courses offered as part of the Specialized Knowledge and Skills will be required by new employees to carry out their responsibilities. Discussions with your manager concerning the learning gaps identified through the Core Competency Profile Assessment, as well as personal and organizational priorities, will help to determine which courses you should take first, and which ones you should take later.

Experienced Employees

Experienced employees may have already completed some of the existing Continuous Learning Courses listed in the Functional Specialty Streams. New courses continue to be developed that should be taken as required. Like new employees, decisions about which courses to take will be based on the results of the Core Competency Profile Assessment, personal and organizational priorities, the Competency/Learning Solutions for the Program Curriculum and discussion with your managers.

Operational Managers

Some of the courses are specifically for internal clients—operational managers who must knowledgeably access the services delivered by community practitioners, and who may be responsible for, involved in or directing the delivery of these services within their departments. These courses are highlighted in the course and seminars list.

Knowledge and Skills Topics

NB: The Knowledge and Skills modules and topics as they are currently grouped may change when they are developed into courses and other learning solutions. This chart will be updated electronically as the Program evolves.

Alternative Learning Solutions

e-Learning

e-Learning uses web-based and other technologies to provide employees with cost-effective learning that is accessible anywhere, anytime. It provides an alternate approach to and complements the traditional, instructor-led classroom training, allowing learning to be "just-in-time".

Electronic Performance Support Systems (EPSS)

An electronic performance support system can also be described as any computer software program or component that improves employee performance by:

1. Reducing the complexity or number of steps required to perform a task,
2. Providing performance information an employee needs to perform a task, or
3. Providing a decision support system that enables an employee to identify the action that is appropriate for a particular set of conditions.

Electronic Performance Support Systems can help an organization to reduce the cost of training staff while increasing productivity and performance. It can empower an employee to perform tasks with a minimum amount of external intervention or training. By using this type of system an employee, especially a new employee, will not only be able to complete their work more quickly and accurately, but as a secondary benefit they will also learn more about their job and the business. Examples of EPSS include Automated Buyer Environment (ABE) at PWGSC and MA&S Desktop at DND.

Job-Aids

Job-aids refer to tools that improve work performance by making it easier to perform tasks by providing access to information, procedures, policies, and example and include, step job aids, worksheets, arrays, decision tables, flow charts, and checklists. Correctional Services Canada's Reference Grid to Procure Goods that combines a decision diagram with glossary of terms is an example of job-aid.

Conferences, Seminars, Workshops

Community members have access to numerous relevant conferences and learning events including those offered by their own departments, Training and Development Canada, The Canadian Centre for Management Development, the Materiel Management Institute, the Real Property Institute of Canada, and external professional associations such as National Institute of Government Purchasing (NIGP), Building Owners Managers Association (BOMA), International Facilities Management Association (IFMA), Purchasing Management Association of Canada (PMAC) and Canadian Professional Logistics Institute (CPLI).

Assignments and Secondments

Providing employees with opportunities to work in a range of related jobs can be an effective way to improve their knowledge and skills and increase their flexibility and marketability.

Core Competency / Learning Curriculum

Refer to a map of core competencies to existing courses and other learning methods.

Appendix A: Roles of Procurement, Materiel Management and Real Property Specialists

The following description of the procurement, materiel management and real property roles explains the core competencies for this community.

Procurement Specialist Role

A procurement specialist plans for and acquires materials, supplies, equipment, properties, capabilities or services to support the delivery of government programs that best value to the Crown and the Canadian people. The acquisition process can range from the very simple (paid for on a government credit card) to the very complex (major Crown projects).

Simple acquisition often involves the routine acquisition of inventory, materiel or services. These low-dollar-value, low-risk activities can be accomplished through the use of existing contractual agreements (credit cards, standing offer agreements, etc.) or the issuance of specific contracts.

Complex acquisition involves large dollar values and, usually, medium- to high-risk contracts, such as for major Crown acquisitions. Complex acquisition can include project management, technical/engineering support, integrated logistics support, contracting or financial support.

As specialists in acquisition matters, procurement specialists advise and consult with clients, suppliers and management on the interpretation and application of acquisition policies, regulations, trade agreements and best practices. They promote life-cycle management, and work closely with both industry and key stakeholders at various levels in exploring new means of providing services and innovative solutions to address their client's needs and issues.

A procurement specialist works from the outset with their clients to define their requirements, forecast life-cycle costs, and develop and implement acquisition strategies to obtain best supply arrangements. This can entail the preparation of bid solicitation package, evaluation of proposals, selection of suppliers, negotiation of supply arrangements, and formalization of procurement agreements.

A procurement specialist can also be involved in managing the acquisition agreements, ensuring that performance is monitored, resolving disagreements, and amending procurement agreements to reflect changing conditions.

A procurement specialist can work in a line department, agency or in a common service agency, either serving or representing their clients' needs. PG officers handle most acquisition activities, but many other occupational categories can perform this function: these include CR, AS, PM, FI, SO and ENG. All federal government departments and agencies across Canada carry out procurement.

Materiel Management Specialist Role

Materiel management specialists are involved in the life-cycle management of the Crown's movable assets, goods and services. Their primary role is life-cycle management of assets, but they are also involved in supply chain management (inventory control, acquisition, warehousing and distribution), material support (maintenance, repair and overhaul) and disposal.

Materiel management specialists assess and plan for materiel requirements and activities to support the delivery of government programs. They address stated requirements, usage and trends, and the reduction of total life-cycle costs. They acquire goods and services based on quality, performance, reliability, cost and lead-time, while always striving to reduce total life-cycle costs.

Materiel management specialists provide advice on the operations, use, maintenance and custody of assets. They ensure that records are maintained, inventory levels are optimal, and equipment is in good working order. They are responsible for ensuring the safekeeping of assets and for their movement inside and/or outside the organization. They also coordinate the disposal and sale of surplus assets that are no longer cost effective to maintain or operate, as well as the recovery of investment.

A materiel management specialist advises clients, management and suppliers on the application and interpretation of materiel management policies, legislation, regulation and practices.

Many employees, both full and part-time, in occupational categories such as PG, EN, ENG, AS, CR, GT, SO and GS, are involved in materiel management functions across the federal government.

Real Property Specialist Role

Real property specialists are involved in one or more aspects of the life-cycle management of real property assets the Crown holds to support government program delivery. The life cycle includes the identification of need, business case preparation and analysis, planning, acquisition, management, retention, reuse and disposal. These employees' areas of specialty include planning, architecture, engineering, environmental management, project management, property and facility management, policy development, and information management. They are accountable for full asset management to maximize the efficiency and productivity of the real property asset over its service life.

Real property specialists assess, plan and help define how real property can be used to support or enhance program delivery while respecting the goals and objectives of the department or agency, the federal government, other levels of government, and Canadian taxpayers. They undertake the strategic analysis of the real property needs and inventory of the federal government to ensure that program needs are met efficiently, effectively and economically. They are involved in the appraisal, acquisition (by purchase, lease or expropriation) and disposal of real property. This process includes site selection and analysis. The specialists manage the design, construction, renovation and fit-ups of new and existing facilities, ensuring that requirements, specifications, environmental conditions, heritage character, and health and safety regulations are respected. They plan and manage the operation and maintenance of existing properties, which includes managing tenant relationships. As specialists in real property matters, they advise their clients and stakeholders on real property management policies, guidelines, legislation and best practices. They are involved in the development, dissemination and monitoring of real property policy and in the strategic analysis of real property issues and opportunities.

Various types of professionals, at various levels, are directly involved in real property functions across the federal government. This includes such staff as architects, engineers, real estate managers, economists, planners, appraisers, project managers, technicians, environmental specialists and biologists. Real property functions are carried out by a wide range of occupational categories, such as AS, PM, CR, AR, ENG, EG, ES, PG and DD.

Appendix B: The Procurement, Materiel Management and Real Property Core Competency Profile

NOTE: This is to advise you that the the Core Competency Profile Assessment Tool will be revised early September 2004 to reflect the changes that have been made to the Functional Competency Cluster during the development of the soon to be published "Standard for Competencies of the Federal Government Procurement, Materiel Management and Real Property Community" which has been developed by the Canadian General Standards Board in collaboration with the Treasury Board Program Management Office and representatives from the Community and other stakeholders and interested parties. There will be 2 new Functional Competency Clusters, one for the Procurement Function and one for the Materiel Management Function. We therefore recommend that you wait until September to complete a new or update an existing Profile and/or Assessment. For employees in the Real Property Function, you may continue to use the existing Functional Competency Cluster until such time as the Standard has been updated to include a Functional Competency Cluster specific to the Real Property Function. Please accept our apologies for any inconvenience this may cause.

I. Personal and Interpersonal Competencies

Communication

Exchange ideas and provide information in ways that promote co-operation, trust and candid discussion to ensure understanding.

Creative and Innovative Thinking

Generate and value new ideas and solutions that improve results.

Stress Management

Maintain one's and others effectiveness, even in stressful and demanding situations.

Insight and Judgement

Make appropriate choices while considering situations, issues and persons involved.

Integrity, Ethics and Values

Demonstrate through words and actions Public Service values and ethics to ensure that public trust is upheld.

Negotiating and Persuading

Gain support and find mutually acceptable solutions.

Self-Confidence

Believe in their own abilities and have confidence in their decisions and opinions.

Service Orientation

Develop and maintain an effective relationship with stakeholders/clients, anticipate clients' needs and respond with appropriate solutions.

Teamwork and Working with Others

Work collaboratively with others to achieve common objectives, goals and results.

II. Business Perspective Competencies

Business Analysis and Cognitive Capacity

Synthesize information, identify links and issues to arrive at an understanding of a situation, problem or opportunity in order to respond efficiently.

Organization and Public Sector Knowledge

Understand the inner workings of the Public Service and effectively utilize knowledge of the organization and its environment to accomplish work and organizational objectives.

Processes, Procedures and Technology

Understand and effectively utilize the organization's procedures, processes and technology to achieve results.

Risk Management

Identify, assess, understand and communicate the benefits and consequences of risk issues in order to set the best course of action to achieve work and organizational objectives.

Strategic Thinking and Visioning

Support organizational vision and align strategies and priorities accordingly to achieve objectives.

III. Leadership and Management Competencies

Change Management

Support, initiate, implement and adapt to change while dealing with the impacts of shifting priorities and new developments.

Developing Self and Others

Commit to learning and development in support of a continuous learning environment and the alignment of organizational, professional and personal goals.

Problem Solving and Decision Making

Identify and effectively solving problems or difficult situations using a range of analytical and creative approaches.

Work Management

Organize work, resources and processes to achieve and assess results.

IV. Procurement Functional Competencies

Assessment and Planning of Requirements

Assess and plan for assets in support of programs and operational requirements.

Acquisition

Obtain assets and services that ensure best value to the Crown.

Operations, Use, Maintenance and Management

Ensure that assets are available and are effectively utilized, maintained and managed to meet the organization's needs.

Disposal

Use the most appropriate disposal process and that it is characterized by prudence, probity and integrity and that the highest net value is obtained.

V. Materiel Management Functional Competencies

Assessment and Planning of Requirements

Assess and plan for assets in support of programs and operational requirements.

Acquisition

Obtain assets and services that ensure best value to the Crown.

Operations, Use, Maintenance and Management

Ensure that assets are available and are effectively utilized, maintained and managed to meet the organization's needs.

Disposal

Use the most appropriate disposal process and that it is characterized by prudence, probity and integrity and that the highest net value is obtained.

VI. General Functional Competencies

Assessment and Planning of Requirements

Assessing and planning for assets and services in support of programs and operational requirements.

Acquisition

Obtaining assets and services that ensure best value to the Crown.

Operations, Use and Maintenance

Ensuring that assets are available and are effectively utilized and maintained to meet the organization's needs.

Disposal

Maximizing the return on the disposal of surplus Crown assets.

Appendix C: Your Individual Learning Plan (Template) page 1 of 2

Name: ______________________________________________

The steps for completing your individual learning plan are as follows:

1. Identify Areas for Improvement

In this section, identify specific learning activities based on the results of your overall competency self-assessment.

Personal and Interpersonal Competencies: Priorities

a) ____________________________________________________

b) ____________________________________________________

Business Perspective Competencies: Priorities

a) ____________________________________________________

b) ____________________________________________________

Leadership/Management Competencies: Priorities

a) ____________________________________________________

b) ____________________________________________________

Functional Competencies: Priorities

a) ____________________________________________________

b) ____________________________________________________

Appendix C: Your Individual Learning Plan (Template) page 2 of 2

2. Establish a Learning Plan and Monitoring Progress

Refer to the Professional Development and Certification Program (for relevant Continuous Learning Courses) and to other course calendars and literature courses and other learning activities.

Employee's Signature ________________________ Date ___________

Manager's Signature _________________________ Date ___________

Appendix D: Glossary

Assessment Rating

When assessing themselves against their competency the behaviour required for their business role.

Basic/Intermediate/Advanced

These are the levels of proficiency associated with each competency. Each competency has associated behaviours that reflect these three (3) levels of proficiency. These levels do not correspond with job classification levels but rather with the complexity of the behaviours needed to meet the work objectives.

Business Perspective Competencies Cluster

Is a grouping of competencies required to effectively manage business results.

• Business Analysis and Cognitive Capacity
• Organization and Public Sector Knowledge
• Processes, Procedures and Technology
• Risk Management
• Strategic Thinking and Visioning

Business Role

Is the area of responsibilities for an employee's given position or job.

Community

Entails the Procurement, Materiel Management and Real Property specialists/employees (new or experienced) that work for the federal government across Canada. They are all involved in the life cycle management of assets.

Competencies

Are the knowledge, skills and attributes expressed as behaviours that are necessary to perform successfully in a particular business role. Each competency is associated with statements regarding observable behaviours that relate to progressive degrees of complexity

Competency Clusters

The twenty two (22) competencies for the Community are grouped in four (4) key areas ie. Personal & Interpersonal, Business Perspective, Leadership/ Management and Functional competencies.

Competency Profile

Is a set of competencies and levels of proficiency for each competency required to achieve quality results in a specific business role. In any given context, an individual's profile will be made up of a combination of competencies with various degrees of complexity.

Core Competency Profile

The competencies that are common to the Procurement, Materiel Management and Real Property functions

Functional Competencies Cluster

Is a grouping of competencies required to perform the specific work and tasks of the procurement, materiel management and real property business roles in the life cycle management of assets.

• Assessment and Planning of Requirements
• Acquisition
• Operations, Use, Maintenance and Management
• Disposal

Leadership/Management Competencies Cluster

Is a grouping of competencies required to manage self and others to ensure maximum organizational outputs and personal growth, foster development, change, efficiency and solutions.

• Change Management
• Developing People
• Problem Solving/Decision Making
• Work Management

Personal and Interpersonal Competencies Cluster

Is a grouping of competencies required to manage one's self and our interaction with others to maintain co-operative work relationships.

• Communication
• Creative/Innovative Thinking
• Stress Management
• Insight/Judgement
• Integrity/Ethics and Values
• Negotiating/Persuading
• Self-Confidence
• Service Orientation
• Teamwork and working with others

Profile Rating

When creating a competency profile, this is the rating that the manager or the employee assigns to each behaviour required to meet the work objectives of the business role.