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Identification of Paths to EX development

Purpose

The purpose of the IPEX process is to promote the professional development of executives and those who aspire to executive positions in the federal Public Service. This package of services and assessment tools offers participants an opportunity to assess their performance in relation to the Key Leadership Competencies, and to acquire a better understanding of their potential and their leadership style and capabilities. The process enables them to identify their career and personal aspirations, and to define career and learning objectives. In addition they identify activities required to develop their full potential, either for an executive leadership role or in another career path.

IPEX has been specifically designed to support executive development. It is not designed to be applied in a selection process. (for selection, refer to SELEX)

Overview of IPEX

The IPEX process comprises an intake interview followed by three assessment modules: (1) self-assessment of values, interests and personality followed by a guided reflection on career orientation; (2) a 360° feedback process; and (3) a day-long simulation for assessment of Key Leadership Competencies. In the course of three to five sessions with a psychologist from Executive Counselling Services (ECS), participants will have an opportunity to benefit from in-depth feedback and from a dialogue on potential and desired professional development options in relation to their aspirations and career challenges.

Although we recommend that participants use all the assessment modules to maximize the benefits of the IPEX process, the modular format makes it possible to choose the combination of assessment approaches best suited to a particular situation. A diagram (Figure 1) describes the proposed process.

Figure 1 : Steps of the IPEX Process

Description of modules

Intake interview. The interview provides opportunity for the psychologist and the participant to determine the relevance of the IPEX process for the participant at this stage in his or her career, to ensure informed consent to the process, and to determine next steps.
Career/leadership assessment. This helps the participant to clarify his or her needs in the context of career aspirations. Using specialized tests, the ECS psychologist assesses important work-related values, career interests and personality traits, as they relate to leadership.
Assessment day
1. Interactive exercise. As director of a simulated unit in a simulated department, the participant must interact with individuals in a scenario designed to assess the Key Leadership Competencies. In the exercise, a trained assessor and a psychologist from PPC Assessment Services (AS) evaluate the participants on the competencies they demonstrate.
2. Competency assessment interview. The participant takes part in an interview designed to assess the Key Leadership Competencies and orientation to learning, based on past performance. An AS psychologist and an assessor (current or former executive) conduct the interview, which lasts one hour.
360° feedback process
The 360° feedback process examines the participant's performance in his or her current workplace. The questionnaire asks the respondents to assess the participant in relation to 14 leadership competencies and orientation to learning.
Joint feedback
An AS psychologist and an ECS psychologist provide feedback on the results identified in the leadership competency assessment modules. The results of the assessment day and of the 360° feedback process are incorporated into this feedback.
Synthesis of results
Once all the assessment tools have been completed, the participant meets with the ECS psychologist to receive overall feedback and a synthesis of various aspects of the assessment. The psychologist will identify how personal characteristics and career aspirations relate to the assessed executive-level competencies required for organizational leadership. Through identification of strengths and of areas for professional development, the participant will be encouraged to define his or her career objectives and learning objectives and activities.
Reports
During the process, the ECS psychologist and the participant review in depth a report of about 16 pages on the results of the assessment day exercise, and a report of about 45 pages on the 360° feedback process, where applicable. The results of each questionnaire completed in the career assessment module are also provided to the participant. The department or development program that has sponsored the participant does not receive a copy of these reports. However, when the process is completed, the sponsoring department or program will receive a copy of the summary report (Report to the Department), as described below.

Confidentiality and its limits in the IPEX process

As a general rule, information resulting from the IPEX process is confidential, and detailed reports are only provided to the participant. It is, however, recognized that it is useful for the department or program to receive some information, so that it can identify learning activities. A balance must thus be found between the participant's right to confidentiality and the sponsoring department's right to access information to support an accurate estimate of potential and to target further investment in the participant's development.

General principle and limits
The information contained in the participant's file is subject to the Access to Information Act and to the Privacy Act. This information is also subject to provincial legislation governing psychological services (for example, Ontario's Psychology Act). This legislation stipulates that information is strictly confidential, and that no information may be disclosed without the participant's written consent. We therefore ask the participant to sign a written authorization permitting ECS to send a brief summary report to his or her department or leadership development program on some aspects of the assessment.
Report to the Department or Program
A Report to the Department, or brief summary report of the results of the IPEX process, is sent to the department or program that sponsored the participant, to encourage dialogue on the status of his or her development. This report includes a table or graph summarizing the participant's results and a brief report on the results of the assessment day and/or the 360° feedback process, depending on the module(s) employed. With the participant's consent, some of the results of the assessment of values, interests and personality and some of the contents of the feedback discussions and of the results summary may be incorporated into the report. Finally, the report summarizes strengths and areas for improvement or development, and presents recommendations to foster the participant's further progress and development. The participant will have an opportunity to read the brief summary report before it is sent to the department or program.

No other information associated with the contents of the discussions between the psychologist and the participant will be communicated to the sponsoring department or program. More specifically, the report will not contain career counselling results or the results of the assessment of values, interests and personality, nor detailed reports on the modules undertaken.

While we strongly encourage participants to share the results of the IPEX process with their manager, it is important to understand that the decision to do so is wholly that of the participant.

Withdrawing from the process

A participant may wish to withdraw from the IPEX process for various reasons. Moreover, it is always possible that a participant will not want his or her results to be shared with those authorized to request them. In such cases, the sponsoring department or program will accept this refusal to give it access to the report, provided that the participant withdraws from the IPEX process. In either case, ECS will advise the department or program that the participant has withdrawn, but will not provide any reason. The department or program will be billed for the amount reflecting the services rendered up to the time of withdrawal.

The participant may also ask to receive counselling after withdrawing from the IPEX process. ECS would offer this service at the prevailing rates, with the consent of the sponsoring department or program.

Invoicing

All services associated with the IPEX process are provided on a cost-recovery basis. An agreement will be established with the sponsoring department or program to pay the cost of the services provided to individuals who are to become participants.

Cost estimate

Costs will vary depending on the modules selected and on the criteria established for particular groups. Current costs are as follows:
- Full package of three modules - $6,280
- Career assessment and Assessment day (2 modules) - $5,480
- Career assessment and 360° feedback process (2 modules) - $4,080
- Assessment day and 360° feedback process (2 modules) - $4,950
- Assessment day (1 module) - $4,150
Policy on cancelled appointments

The sponsoring department or program will be billed for the full amount of any Assessment Day that is cancelled with notice of 14 days of less. If a 360° feedback process is cancelled, the amount billed will reflect the services rendered and the materials used up to the cancellation date. For all other appointments cancelled within 24 hours, the sponsoring department or program will be billed for one hour.

Competencies assessed in the IPEX simulation

IPEX provides detailed assessment of the Key Leadership Competencies important for effective performance as a federal Public Service executive.

Values and Ethics: Serving through integrity and respect

PS leaders serve Canadians, ensuring integrity in personal and organizational practices, and respect people and PS principles, including democratic, professional, ethical, and people values. They build respectful, bilingual, diverse, and inclusive workplaces where decisions and transactions are transparent and fair. They hold themselves, their employees, and their organizations accountable for their actions.

Understands others' concerns, perspectives and situations and expresses views with respect
Recognizes ethical challenges and ensures the ethical operation of the organization's business
Incorporates fairness and equity, and transparency in executing duties
Values the diversity of people when managing staff and serving the greater public

Strategic Thinking: Innovating through Analysis and Ideas

PS leaders advise and plan, based on analysis of issues and trends, and how these link to the responsibilities, capabilities, and potential of their organization. They scan an ever-changing, complex environment in anticipation of emerging crises and opportunities. They develop well-informed advice and strategies that are sensitive to the various needs of multiple stakeholders and partners, reflect the strategic direction of the PS, and position the organization for success.

Strategic Thinking: Analysis

Provides a coherent picture of multiple issues and projects by analyzing, integrating and accurately interpreting complex information
Understands his or her own role and uses the mandate and priorities of the organization to guide the work of the sector
Questions conventional means

Strategic Thinking: Ideas

Demonstrates judgement by making decisions that accurately weigh the organizational, policy and operational impacts of various options for action
Re-aligns work activities, processes or resources with changes in the organization
Identifies broad strategies to address related issues, in the immediate and longer term (one to two years)
Proposes viable innovative solutions to resolve issues

Engagement: Mobilizing people, organizations and partners

PS leaders engage people, organizations, and partners in developing goals, executing plans, and delivering results. They lay the groundwork by building coalitions with key players. They mobilize teams, building momentum to get things done by communicating clearly and consistently, investing time and energy to engage the whole organization. They use their negotiation skills and adaptability to encourage recognition of joint concerns, collaboration, and to influence the success of outcomes. They follow and lead across boundaries to engage broad-based stakeholders, partners, and constituencies in a shared agenda and strategy.

Mobilizing People

Promotes and exemplifies inclusive and cooperative approaches in interacting and working with others
Encourages open communication
Tailors communication to suit the audience and situation, getting ideas across in a way that others understand
Promotes the sector

Mobilizing Organizations

Uses his or her understanding of how organizations work to get buy-in and support for initiatives
Uses communication to manage issues and perceptions
Balances the demands from various parts of the organization and the diverse needs of employees and stakeholders
Promotes commitment to the vision in others

Mobilizing Partners

Determines and initiates beneficial alliances for own sector
Ensures smooth ongoing relationships with partners

Management Excellence: Delivering through Action
Management, People Management, Financial Management

Public Service (PS) leaders deliver results by maximizing organizational effectiveness and sustainability. They ensure that people have the support and tools they need and that the workforce as a whole has the capacity and diversity to meet current and longer-term organizational objectives. They align people, work, and systems with the business strategy to harmonize how they work and what they do. They implement rigorous and comprehensive human and financial resources accountability systems consistent with the MAF. They ensure that the integrity and management of information and knowledge are a responsibility at all levels and a key factor in the design and execution of all policies and programs.

Action Management: Design and Execution

Feels comfortable making decisions and taking responsibility for the sector
Takes action to make things happen in a timely and efficient manner, anticipating and handling obstacles
Performs effectively in changing circumstances with people with different perspectives and situations
Views change as a positive challenge that may also involve risk and experimentation, and capitalizes on change
Sets and achieves high standards for the sector

People Management: Individuals and Workforce

Manages the workforce to get the work done and maximizes the value of the workforce's diversity
Reinforces positive working relationships and environment by considering the impact of decisions on other's well-being
Fosters organizational flexibility by ensuring people get the continuous learning opportunities they need to stay current and to continue to improve
Handles difficult interpersonal situations constructively and sensitively, advancing the work of the organization

Financial Management Budgets and Assets

Considers the resources that are necessary to optimize organizational performance in the immediate / longer term
Takes measures to ensure that financial resources are available and/or used appropriately to meet immediate / future needs
Demonstrates sound financial management by anticipating and addressing major obstacles

Orientation to Learning

Public Service leaders not only show competent performance, but also demonstrate an openness to learn from their experiences, improve their weaknesses and enhance their overall effectiveness.