Audit of Training Management Framework

Final report

Global Affairs Canada
Office of the Chief Audit Executive

Tabling Date
December 2019

Abbreviations

CBS

Canadian Based Staff

CFSC

Centre for Learning in Intercultural Effectiveness and International Assistance Policy

CFSD

Centre of Learning for International Affairs and Global Leadership

CFSE

Centre for Learning Services

CFSI

Canadian Foreign Service Institute

CFSL

Centre for Foreign Languages

CSPS

Canada School of Public Service

ExCo

Executive Committee

GOC

Government of Canada

HRMS

Human Resource Management System

LES

Locally Engaged Staff

LMS

Learning Management System

TB

Treasury Board

Executive summary

In accordance with Global Affairs Canada’s approved 2019-2020 Risk Based Audit Plan, the Office of the Chief Audit Executive conducted an audit of Training Management Framework.

Why it is important

Learning, training, leadership development and professional development are key to ensuring that the public service is equipped to meet the challenges of the 21st century, as recognized in Treasury Board policy.

Global Affairs Canada departmental policy further establishes a vision to strengthen its performance as a learning organization, set clear expectations for individual employees and managers, provide relevant and timely training, and refine a rigorous performance management regime. This policy also establishes that GAC is committed to creating a modern and cost-effective learning organization, which supports employees’ professional development, leadership and management development, and knowledge and skill transfer.

The establishment of a departmental training management framework is essential for an organization as broad and complex as Global Affairs Canada. This breadth and complexity is illustrated by the highly dispersed geographic locations of the department’s more than 12,000 employees, the varied nature of the departmental workforce and the highly diversified competencies required of various segments of the workforce due to the department’s extensive mandate and set of core responsibilities.

Further, the management and delivery of employee training represents a significant financial investment for the Department. According to the departmental financial information system, the officially tracked training related expenditures across the entire department for the most recent three fiscal years are $30 million, $34 million and $35 million.^{Footnote 1}

What was examined

The objective of the audit was to determine whether the management of training and learning activities is responsive to corporate priorities and enables training and learning activities that are adequately controlled and delivered efficiently and effectively. The audit examined also the Department’s training and learning governance practices and management processes.  Specifically, this included:

• Training and learning governance structures regarding roles, responsibilities and accountability structures;
• Training and learning governance decision-making and coordination processes and procedures;
• Departmental and functional training and learning strategies and plans;
• Training and learning needs assessment, prioritization and investment oversight processes;
• Training and learning performance; and
•  Monitoring processes and practices.
  

What was found

Since the Departmental senior management confirmed in March 2017 that it would bring existing training under its centralized governance, some progress has been made to date in clarifying accountabilities, roles and responsibilities and underlying management process requirements (e.g. integrated planning and prioritization processes) for these specialized units as part of a “hybrid” delivery model.  However, there is a lack of clarity in how these specialized units are expected to operate vis a vis Canadian Foreign Service Institute (CFSI), an organization that has horizontal responsibilities in areas such as training evaluation and reporting. 

Progress has been achieved against strategic commitments made in March 2017 as well as against the learning and professional development approach and workplan presented in 2018 to senior management such as the development of comprehensive learning roadmaps. A commitment to develop and present an annual Departmental Training Plan has not yet been fully met.

The Department would benefit from a more comprehensive oversight and analysis of training investments thus impacting senior management capability to make informed decisions on how best to allocate or reallocate training investment funds to ensure that the training priorities are funded, and that those priorities are aligned to broader departmental objectives.

The Department has not yet developed, nor implemented, a performance measurement framework to enable comprehensive assessment of training activities and resource investment; training effectiveness; training results and outcomes.

The audit concluded that the Department has made progress in the conduct of training needs assessment and development of comprehensive training roadmaps. However, opportunities exist to improve its department-wide approach to managing training to ensure that training activities are responsive to corporate priorities and that training and learning activities are adequately controlled and delivered efficiently and effectively.   

Recommendations

1. The Assistant Deputy Minister Human Resources should, in consultation with departmental training delivery partners, clearly define the centralized governance and hybrid delivery training management model. This includes definition of how centralized governance is engaged in departmental training management, and clarification of the accountabilities and roles and responsibilities of CFSI vis a vis other departmental training provider organizations.
2. The Assistant Deputy Minister Human Resources should clarify the intent, objectives, scope and timing for development of a Departmental Training Plan, finalize the Digital Learning Strategy and ensure the alignment between these documents.
3. The Assistant Deputy Minister Human Resources should, in consultation with departmental training delivery partners, formalize and implement the process related to the conduct of departmental training needs assessment and prioritization of training needs.
4. The Assistant Deputy Minister Human Resources should develop a training performance measurement framework and an implementation plan to better align training activities and resources/budget to departmental priorities.

Statement of Conformance

This audit was conducted in conformance with the Institute of Internal Auditors' International Standards for the Professional Practice of Internal Auditing and with the Treasury Board Policy and Directive on Internal Audit, as supported by the results of the quality assurance and improvement program. Sufficient and appropriate audit procedures were conducted, and evidence was gathered, to support the accuracy of the findings and conclusion in this report, and to provide an audit level of assurance. The findings and conclusion are based on a comparison of the conditions, as they existed at the time, against pre-established audit criteria that were agreed upon with management and are only applicable to the entity examined and for the scope and time period covered by the audit.

1. Background

Policy Context

The Audit of Training Management Framework was selected in the Global Affairs Canada 2019-2020 Risk Based Audit Plan, which was recommended for approval by the Departmental Audit Committee on April 12, 2019 and subsequently approved by the Deputy Minister. The objective of the audit was to provide assurance that the management of training and learning activities is responsive to corporate priorities and enables training and learning activities that are adequately controlled, and delivered efficiently and effectively.

The Treasury Board (TB) Policy on Learning, Training and Development recognizes that: learning, training, leadership development and professional development are key to ensuring that the public service is equipped to meet the challenges of the 21st century. In alignment with Treasury Board policy, the Department has adopted a Policy on Learning, Training and Development that recognizes: “the competencies (knowledge, abilities and behaviors) of GAC’s workforce at Headquarters, Regional Offices and Missions, are key determinants for supporting the Government of Canada’s (GOC’s) priorities and achieving GAC’s key and ongoing priorities.  The Department policy further establishes a vision to strengthen its performance as a learning organization, set clear expectations for individual employees and managers, provide relevant and timely training, and refine a rigorous performance management regime. The policy also confirms that GAC is committed to creating a modern and cost-effective learning organization which supports employees’ professional development, leadership and management development, and knowledge and skill transfer.”

Advancing towards this vision represents a management challenge in an organization as broad and complex as Global Affairs Canada, highly dispersed geographically and with such an expanded mandate.  This breadth and complexity are illustrated with the diversity of core responsibilities in a department with more than 12,000 employees divided between Canadian Based Staff (CBS) and Locally Engaged Staff (LES) with highly diversified competencies required of various segments of the workforce.

Training Within the Department

Management and coordination of training within the Department is currently a responsibility shared across an array of departmental functions as outlined below.

The Canadian Foreign Service Institute (CFSI) within the Human Resources Branch has departmental responsibility for coordinating the implementation of the Treasury Board Policy on Learning, Training and Development and for providing advisory services on the development of individual and organizational learning plans. It is recognized in the departmental Policy on Learning, Training and Development as being responsible for serving the training needs of GAC as the main provider of various learning opportunities for all departmental employees, and coordinating, delivering and maintaining corporate training programs among other responsibilities.

CFSI works with a variety of departmental organizations that design and deliver specialized training including those functions identified as Specialized Training Delivery Units such as Trade, Consular, Security and Emergency Management, Information Management/Information Technology.  For example, the Planning, Training and Exercises Division within the Consular, Security and Emergency Management Branch is responsible for developing , coordinating and delivering Security and Emergency Management training to all departmental employees and partner departments and agencies in order to build department-wide competency in the area of security and emergency management. In addition to these Specialized Training Delivery Units, there are several other GAC organizations that deliver various training offerings to GAC employees including functions such as Values and Ethics and Workplace Well-being. CFSI also works with the Canada School of Public Service, an external training delivery partner who provides departmental employees with a broad range of training course offerings. It is within this context that the audit of GAC’s training management framework was undertaken.

2. Observations and Recommendations

This section sets out the key audit findings and observations, divided into four general themes: governance and oversight; departmental training needs assessment; departmental training needs prioritization; and training performance measurement and monitoring.

2.1 Governance and Oversight

It was expected that an effective governance structure has been in place to provide direction and oversight for planning, implementing and monitoring departmental learning, training, and development activities. This includes an expectation that departmental roles and responsibilities are clearly defined, documented, approved, and communicated and that those with oversight responsibility ensure that accountabilities are being executed as intended.

Departmental Training Governance

Over the last several years, the Department has been re-examining its approach to governance over departmental training as described above. As illustration, in 2017, CFSI presented information to senior management acknowledging that in relation to departmental training governance and oversight, there was:

• No central governance;
• No integrated departmental approach to determine training and learning priorities;
• Uneven attention to the needs of international streams (development, trade, political affairs, management and consular officers, Canadian and locally engaged staff);
• No departmental accountability for learning;
• No common strategy or common plan for learning.

Senior Management Direction on Training Governance

Consequently, departmental senior management endorsed  the recommendation in March 2017 that the Department bring existing training under centralized governance (i.e. Global Affairs Executive Committee) and a hybrid delivery model  wherein key roles would be played by CFSI and the following specialized units: IM/IT, Security & Emergency Management, Consular and Trade.

In accordance with Treasury Board policy, the Department has developed a Policy on Learning Training and Development.  While this guidance defines responsibilities of various stakeholders including CFSI, and departmental managers and employees, it does not specify the following: roles and responsibilities related to the identified specialized units that also have training delivery responsibility within the “hybrid” training delivery model, how these units are expected to operate vis-à-vis CFSI, and how planning and prioritization process should be articulated.

In 2017, The Executive Committee endorsed a recommendation for the development of an annual training plan. In February 2018, the CFSI, in collaboration with the specialized training units at GAC, brought forward a learning and professional development approach based on Department’s needs to the Executive Committee. A brief workplan and a first series of recommendations to create a first-ever learning plan for all employees of GAC were presented and endorsed by the Committee. CFSI has made progress in various areas, particularly with the development of the Roadmaps.

Beyond the centralized training governance role expected to be played by the Department’s Executive Committee, the Department has also established some fora to support information sharing and coordination between the various training delivery functions within GAC.  These include a CFSI-led DG-level committee on training which acted as a catalyst in the development and delivery of integrated learning roadmaps. The fora also includes a Curriculum Review Committee, a CFSI focused group that periodically meets to review and discuss, for example, the implementation of training proposals.

CFSI has also coordinated a Trainers Network, comprised of representatives of the various departmental organizations providing training delivery.  However, interviews with CFSI and specialized unit training delivery representatives, confirmed that these committees are not focused on driving a strategic nor integrated approach to training management within the Department, for example, in areas such as determining departmental training priorities. 

Recommendation 1:

The Assistant Deputy Minister Human Resources should, in consultation with departmental training delivery partners, clearly define the centralized governance and hybrid delivery training management model. This includes definition of how centralized governance is engaged in departmental training management, and clarification of the accountabilities and roles and responsibilities of CFSI vis-a-vis other departmental training provider organizations.

2.2 Departmental Training Needs Assessment

It was expected that the Department has established an effective process for regularly and comprehensively assessing departmental training needs.

Effective analysis of training needs supports the assessment of gaps between the knowledge, skills, and behaviours that employees currently have and the knowledge, skills, and behaviours that departmental employees require to improve their performance and meet the current and future objectives of the Department.

The Departmental Policy on Learning, Training and Development indicates that CFSI is responsible for analyzing corporate training requirements. This assessment focus was further highlighted when the Department’s senior management mandated, in March 2017, that CFSI:

• Conduct a training needs analysis;
• Recommend a Departmental Training Plan to the Executive Committee on an annual basis; and
• Refresh and lead in the implementation of organic roadmaps for and across international streams.

This senior management direction led to CFSI initiating consultations with department senior managers (i.e. ADMs and Directors General) from across the organization as well as Heads of Mission and external representatives from Canada School of Public Service, other government departments and academia. 
This effort led to the identification of various departmental training needs and recommendations related to, for example:

• Revisions to training approaches and curriculum available to employees working in international streams;
• Improving employee participation in Treasury Board and Department identified mandatory training (e.g. Introduction to Security, Fundamentals of Information Management)

These recommendations were presented to senior management in 2018 with a commitment to conduct additional training needs assessment in relation to, for example, LES employees and other training areas of focus including Foreign Language and Pre-Posting.  The result of this expanded training needs assessment, have not yet been presented to Executive Committee.

CFSI management has also confirmed that the development of the Departmental Training Plan remains a work in progress with an expected completion date in the fall of 2019. Furthermore, CFSI is in the process of drafting a Digital Learning Strategy, a broad-based strategy, and plan to implement digital technologies to improve the delivery of learning within the Department.  Its draft objectives include:

• Determination of the current landscape of learning management and digital learning at GAC;
• Engagement of CFSI stakeholders and Other Training Providers (OTPs) from across GAC in the articulation of a future vision for a scalable and sustainable approach to learning management and digital learning.

In support of other commitments made to senior management in 2017, CFSI, working with its internal training delivery partners, led the completion of a comprehensive series of learning roadmaps.  These roadmaps define the mandatory, competency and career-path training required and available to employees across various streams including Foreign Policy and Diplomacy, Trade, Consular, International Assistance, Internal Services, and other areas of focus such as Locally-Engaged Staff and Management and Leadership. The documentation of learning roadmaps (overview of the structure of the roadmaps is presented in Annex B) provides the Department with a comprehensive view of the current state of training available to departmental staff, and is considered an essential part of the Departmental Training Plan.

In summary, CFSI has achieved progress against commitments made in 2017 to senior management (e.g. development of learning roadmaps), however, more work is still required in the development of a Departmental Training Plan and finalization of the Digital Learning Strategy.

Recommendation 2:

The Assistant Deputy Minister Human Resources should clarify the intent, objectives, scope and timing for development of a Departmental Training Plan, finalize the Digital Learning Strategy and ensure the alignment between these documents.

2.3 Departmental Training Needs Prioritization

It was expected that the Department has established an effective process for prioritizing training needs, ensuring alignment to corporate objectives and priorities, and making informed training investment decisions.

Effective prioritization of training needs can support management decision making, for example, as to where training investments should be made in order to better align the Department’s training focus with the priorities of the Department.

In 2017, the Department’s senior management mandated CFSI to develop and recommend a departmental training plan with the expectation that this plan be refreshed annually. In accordance with this direction, CFSI commenced the conduct of training needs assessments, focused on several areas including on-boarding and integration of employees, management and leadership, and international training needs. The interview with CFSI indicted that as of fall 2016, it started to hold an annual consultation with each ADMs and their management team as their primary mechanism to seek views on what training needs should be prioritized and for which employees. This effort led to the identification of several recommendations for senior management consideration, and led to the endorsement by the EXCO of a first set of integrated learning roadmaps for those employees working more directly in the delivery of GAC’s international mandate.

Interviews with department training delivery organization officials confirmed that beyond the focus prioritization work led by CFSI conducted to date, including the consultation with ADMs, under the “hybrid” training delivery model adopted for the Department, prioritization of training needs is primarily done on a basis that is specific to each departmental training delivery organization.

The Department however does not have a common nor a comprehensive view of the investment made in training across its various training delivery organizations.  In assessing current departmental capabilities to measure training investment, the audit conducted a survey involving eight different training delivery organizations in order to establish their investment in several categories including training coordination/administration; training development and delivery; and training participation (summarized in Appendix C). The analysis of survey results confirmed that the Department does not have a recognized process for categorizing or measuring training investments across the Department.

In the absence of a comprehensive departmental view of training investment or training priorities, senior management (i.e. centralized governance providing departmental training oversight) is not in a position to make informed decisions on how best to allocate or reallocate training investment funds to ensure that the priorities are funded, and that those priorities are aligned to broader departmental objectives.

Recommendation 3

The Assistant Deputy Minister Human Resources should, in consultation with departmental training delivery partners, formalize and implement the process related to the conduct of departmental training needs assessment and prioritization of training need.

2.4 Training Performance Measurement and Monitoring

It was expected that the Department has established effective performance measurement processes and practices to ensure consistency and quality in training delivery and effective monitoring of training activity results.

Monitoring and reporting on training activities and results, such as tracking how training funds are allocated, monitoring employee completion of mandatory and required training and measuring the effectiveness of training can help the Department assess the value of its investment in training.

Under the Departmental Policy on Learning, Training and Development, CFSI is responsible for evaluating the effectiveness and efficiency of corporate training courses and programs. Further CFSI is responsible for producing reports covering departmental training activities.

Overview of the Departmental Learning Management System

Core to departmental measurement and monitoring of training activities is the departmental Learning Management System (LMS), which the Department adapted from a business application used by the Canada School of Public Service.

The LMS is currently used within the Department to, for example, support learner registration to course offerings, track learner participation in specific training courses, and support various reporting needs including departmental reporting on participation in mandatory training. While the current LMS provides core functionality to support training management, the application has limitations including:

• A lack of integration between LMS and the Department’s Human Resource Management System (HRMS), which is used to maintain a profile of individual employee training activity. This lack of integration has required the implementation of manual work-around to align the information in both systems;
• A lack of completeness in the training courses set up in the LMS versus the departmental training course inventory (i.e. learning roadmaps); and
• Weak data analysis and management reporting capabilities to inform broader training management information needs. These limitations have also led some training delivery organizations such as the Centre for Foreign Languages (CFSL) and the Trade (BTS) training delivery organization to establish their own stand-alone processes and tools for managing training delivery.

The limitations of the current LMS have been recognized by CFSI leadership who has commenced an initiative to replace the current LMS.  This initiative is being undertaken in order to better meet departmental training management and learning needs by improving departmental capabilities related to administering, delivering and tracking educational courses and programs as well as students and resources.  The LMS replacement initiative is at an early planning stage as CFSI is currently leading a requirements definition exercise.  Full replacement of LMS is tentatively projected to take two to three years.

Training Performance Measurement

Beyond the challenges presented by the current LMS, the audit found that the Department has not yet developed, nor implemented, a performance measurement framework to enable comprehensive assessment and reporting of, for example:

• Training activities and resource investments;
• Training effectiveness; and
• Training results and outcomes.

A training performance measurement framework provides enhanced management insight into training activities and resources, which will ultimately improve the effectiveness of departmental training. 

In response to these gaps, CFSI management has identified the development of a data strategy as a priority within their draft Digital Learning Strategy.  Within this planned focus, CFSI intends to lead:

• The development of goals and key performance indicators aligned with departmental business outcomes to enable better alignment of costs/value of training to results; and
• The analysis to better understand learning services costs and the value delivered in order to provide training management with an ability to assess and focus on training areas of highest value to the Department and to assess course design and training delivery approaches.

While there are recognized limitations in the current departmental approach to training performance measurement, the audit identified some examples of performance measurement components currently in place. For example, CFSI has developed training evaluation tools such as training satisfaction surveys. These tools are available for use by all training delivery providers to support measurement of participant satisfaction related to specific training courses.

In addition, CFSE (a division of CFSI) has a training evaluation team (2 resources) that is available to assist training delivery organizations in evaluating their training development and delivery approaches.  In its current form, the evaluation group represents an optional service for departmental training delivery organizations as there is no requirement for a training delivery organization to engage the evaluation group, nor is there a regularly scheduled evaluation cycle.  Coupled with the governance clarification challenges identified in this report, the evaluation group of CFSE is not well positioned to fulfil the CFSI responsibility for “evaluating the effectiveness and efficiency of corporate training courses and program. While these examples illustrate some departmental performance measurement capability related to training, there are acknowledged limitations in the department’s current approach to enable more informed measurement and management decision making in relation to training effectiveness, prioritization and resource investment/budgeting.

Recommendation 4:

The Assistant Deputy Minister Human Resources should develop a training performance measurement framework and an implementation plan to better align training activities and resources/budget to departmental priorities.

3. Conclusion

The audit concluded that the Department has made progress in the conduct of training needs assessment and development of comprehensive training roadmaps. However, opportunities exist to improve its department-wide approach to managing training to ensure that training activities are responsive to corporate priorities and that training and learning activities are adequately controlled and delivered efficiently and effectively.

Appendix A: About the Audit

Objective

The objective of this audit was to assess whether Global Affairs Canada management of training and learning activities is responsive to corporate priorities and enables training and learning activities that are adequately controlled and delivered efficiently and effectively.

Scope

The audit focused on the Department’s training and learning governance practices and management processes.  Specifically, this included:

• Training and learning governance structures regarding roles, responsibilities and accountability structures;
• Training and learning governance decision-making and coordination processes and procedures;
• Departmental and functional training and learning strategies and plans;
• Training and learning needs assessment processes;
• Training and learning prioritization processes and investment oversight;
• Training and learning performance monitoring processes and practices

Criteria

The audit criteria, detailed below, were developed based on a detailed risk assessment:

1. The Department has established an effective management framework for planning, implementing and monitoring its learning, training, and development activities. Departmental roles and responsibilities are clearly defined, documented, approved, and communicated; those with oversight responsibility ensure that accountabilities are being executed as intended.
2. The Department has established an effective process for regularly and comprehensively assessing departmental training needs;
3. The Department has established an effective process for prioritizing training needs, ensuring alignment to corporate objectives and priorities, and making informed training investment decisions; and
4. The Department has established effective performance measurement processes and practices to ensure consistency and quality in training delivery and effective monitoring of training activity results.

Methodology

The audit was conducted in conformance with the Institute of Internal Auditors' International Standards for the Professional Practice of Internal Auditing and with the Treasury Board Policy and Directive on Internal Audit. These standards require that the audit be planned and performed in such a way as to obtain reasonable assurance that the audit objective is achieved. In order to conclude on the audit objectives, the following methods were used to gather evidence:

• Review of relevant regulations, policies, directives and guidelines on training and learning governance and requirements;
• Review of relevant documentation related to training management oversight and coordination bodies;
• Performance of detailed analysis of training management governance, and identification and assessment of the efficiency and effectiveness of training management processes (e.g. needs assessment, prioritization, resource allocation);
• Review and analysis of financial and non-financial information related to departmental investments in training and learning;
• Conduct of a survey on training related spending across the Department;
• Review and analysis of available training performance monitoring frameworks and reporting;
• Conduct of interviews with departmental officials.

Appendix B: Summary of Departmental Learning Roadmaps

Provided below is a summary view of the structure of the learning roadmaps that have been developed for departmental employees. These roadmaps include definition of the mandatory, competency and career-path training required and available to employees across various streams.

Text version

A target with five layers and a white centre circle on which a word “Orientation” is written. It indicates that orientation courses are common to all departmental streams. The second to fourth layers are divided in five streams: Foreign Policy and Diplomacy; Trade; Consular Affairs, International Operations and Security & Emergency Management; Internal Services; and International Assistance. The second and third layers read “Mandatory” and “Corporate Courses” respectively. The fourth layer shows the five stream names. Each stream is shown to have their corresponding mandatory and corporate courses. A sixth stream, “Management/Leadership”, is represented by the outmost layer of the target, suggesting that it applies across the department.

Text version

Trade

Promotion – Investment – Innovation

Employees must follow the mandatory training within the first six months of entry.

All officers working in the field of International Trade Policy should take the following courses within the 2-3 years of accession to various levels. Employees must engage regularly with their supervisor on their performance and professional development.

Orientation courses and programs

• Introduction to Global Affairs Canada (Online)
• Orientation Session for New Employees
• Global Officer Orientation Program (By invitation only)
• Foreign Service Training Program (By invitation only)

Mandatory courses - within first six months

Treasury Board Secretariat Mandated

• Public Service Orientation (Canada School)
• Understanding the Pay Cycle, Pay Calendar, and Pay Stub (Online— GCpedia)
• Overview of Relevant HR-to-Pay interface (Online—GCpedia)
• Submitting Leave and Pay Requests (Online— GCpedia)
• Authority Delegation Training Validation Certification for Managers (G510) (Online—Canada School—Based on assignment)

Global Affairs Canada Mandated

• Introduction to Security and SIGNET-D Certification (Online)
• Fundamentals of Information Management (Online—Canada School)
• Values and Ethics: From Theory to Practice (Online)
• Staying Safe, Healthy and Well at Work (Online)

Corporate courses

• EDRMS (Online) or Introduction to InfoBank (Online)
• How the Canadian Government Works: Setting the Stage for Results (G180) (Online—Canada School)
• 2016/17 financial information presented by CFSI to the Department’s Executive Committee in 2017
• 2017/18 & 2018/19 financial information generated via an analysis conducted as part of the audit.
• Spin the Westminster Wheel to Gauge Your Knowledge (G182) (Online—Canada School)
• Access to Information and Privacy Fundamentals (I015) (Online—Canada School)
• Fraud in the Workplace: See it, Report it. (Online)
• Introduction to Gender-based Analysis Plus (GBA+) (Online—Canada School)
• Creating a Respectful Workplace (G417) (Online—Canada School)
• Mental Health: Awareness (Z041) (Online—Canada School)
• Understanding Diversity and Inclusion (Online)
• Introduction to Intercultural Effectiveness (Online—In development)
• Hazard Prevention Program Online Tool (Online)
• Introduction to Managing Grants and Contributions at Global Affairs Canada (Online—In development)
• Introduction to Finance at Global Affairs Canada
• Introduction to Risk Management (C210) (Online—Canada School)
• Introduction to Project Management (R200) (Online—Canada School)
• Project Management Methods and Processes (R210) (Online—Canada School)
• Project Management Policy, Roles and Responsibilities (R220) (Online—Canada School)
• Analyzing Risk (T933) (Online—Canada School)
• Project Management In Practice (R275) (Canada School)
• Canada – United-States Relations
• China: Primer on a Global Power
• Harnessing Change (E500) (Online—Canada School)
• Social Media at Global Affairs Canada: Responsible Use (Online)

Entry - within 2-3 years of accession to the entry level

Mandate-Relevant

• Orientation to the Trade Commissioner Service (Online)
• Core Training Program for Trade Commissioners and Assistants
• Gender-based Analysis Plus (GBA+)
• Diplomacy 101: The Art of Cultivating Networks and Influencing
• Diplomacy 102: Advocacy (Online)
• Policy Analysis and Development 101
• Policy Analysis and Development 201: The Art of Briefing
• Economic Fundamentals (Online—In development)
• Canadian Economy Primer
• Bilateral Negotiations
• Multilateral Negotiations
• Advancing Human Rights Internationally: Basics (Online)
• Science, Technology and Innovation (STI) Landscape Course for Trade Commissioners (Online)
• Recognition and Reconciliation
• FITT Skills
• TRIO for Trade Commissioners and Senior Trade Commissioners
• Foreign Direct Investment Fundamentals (Online)
• Foreign Direct Investment Promotion and Attraction
• Information Session on Export Development Canada (EDC) for Trade Commissioners
• Working with the Canadian Commercial Corporation: What You Need to Know
• Export Controls Orientation
• Business Travel to Canada: Working Together for Canada’s Security and Prosperity (Online)
• Outcalls 101 (Online)
• Development Economics: How Trade Intersects with Aid
• Intellectual Property for Trade Commissioners
• Decision Making Process of Canadian Small or Medium-Sized Enterprises Investigating Foreign Market Opportunities
• Responsible Business Conduct (RBC) and Anti-Corruption: How to Mitigate the Risks for Canadian Businesses Abroad
• Trade Commissioner Service Fundamentals

Communication

• Facebook 101
• Twitter 101
• LinkedIn 101

Based on Position / Travel

• Staying Safe Abroad (Online—In development)
• Hazardous Environment Training
• Transitioning Home After Having Lived Abroad
• Canadian Direct Investment Abroad: A Primer (Online)
• Financial Management at Global Affairs Canada
• EU 101: Understanding and Working with the European Union
• Africa at the Crossroads: Politics, Security, Development and Trade
• India and South Asia: Power Dynamics and Emerging Markets
• Latin America: Building the Americas’ Future
• Understanding the Dynamics of the Middle East
• Islam and Muslim Communities: Perspectives for Foreign Policy (Online)
• China: Advanced Study of a Global Power
• Russia: Domestic Politics and International Relations
• Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) for Trade Commissioners
• Comprehensive Economic and Trade Agreement (CETA) 201
• Science Diplomacy: Advancing Canada's Priorities
• The Spoken Word

Intermediate - within 2-3 years of accession to the intermediate level

Mandate-Relevant

• Applying Gender-Based Analysis Plus in the Policy Environment
• Gender Equality and Effective Peace and Security Programming
• Advanced Training Program for Trade Commissioners
• Policy Analysis and Development 203: Engagement and Consultation
• Policy Analysis and Development 204: Foresight
• Attending and Exhibiting at Trade Shows (Online)
• Understanding International Trade Financing Options for Canadian Businesses
• Competitive Intelligence
• FITT Skills
• Maximizing Commercial Opportunities with International Financial Institutions (Online)
• Maximizing Commercial Opportunities with International Financial Institutions
• Global Economy
• Trade and Trade Policy in the Contemporary World Economy
• Intellectual Property for Trade Commissioners
• Best Practices in Economic Reporting
• International Law: Theory and Practice
• Introduction to Conflict Analysis
• Climate Change Fundamentals for Global Affairs Canada
• International Security and Terrorism

Communication

• Social Media: Intermediate
• LinkedIn 201

Based on Position / Travel

• Staying Safe Abroad (Online—In development)
• Hazardous Environment Training
• Transitioning Home After Having Lived Abroad
• Financial Management at Global Affairs Canada
• EU 101: Understanding and Working with the European Union
• Africa at the Crossroads: Politics, Security, Development and Trade
• India and South Asia: Power Dynamics and Emerging Markets
• Latin America: Building the Americas’ Future
• Understanding the Dynamics of the Middle East
• Islam and Muslim Communities: Perspectives for Foreign Policy (Online)
• China: Advanced Study of a Global Power
• Russia: Domestic Politics and International Relations
• Advancing Human Rights Internationally: Essential Briefing
• Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) for Trade Commissioners
• Comprehensive Economic and Trade Agreement (CETA) 201

Expert - within 2-3 years of accession to the expert level

Mandate-Relevant

• Core Training Program for Senior Trade Commissioners

Communication

• Spokesperson Training
• FITT Skills

Based on Position / Travel

• Staying Safe Abroad (Online—In development)
• Financial Management at Global Affairs Canada
• Hazardous Environment Training
• Transitioning Home After Having Lived Abroad
• EU 101: Understanding and Working with the European Union
• Africa at the Crossroads: Politics, Security, Development and Trade
• India and South Asia: Power Dynamics and Emerging Markets
• Latin America: Building the Americas’ Future
• Understanding the Dynamics of the Middle East
• Islam and Muslim Communities: Perspectives for Foreign Policy (Online)
• China: Advanced Study of a Global Power
• Russia: Domestic Politics and International Relations
• Advancing Human Rights Internationally: Essential Briefing

Trade Promotion Career Path

A career development tool that defines the work experience and training recommended for successful assignments into positions that provide front-line TCS services to Canadian businesses abroad.

Foreign Languages

Foreign language proficiency is a mandatory requirement for Canada Based Staff positions associated with a foreign language designation. This competency applies to all levels.

Training is offered to all employees who do not possess the required level before deployment to post.

Pre-Posting

You will note that there are several courses which appear earlier in your roadmap and are repeated below. If you have taken some of the non-mandatory courses, you should consult with your future manager to determine whether you are required to take the courses again and to determine which other courses would be of greatest benefit for your posting.

Mandatory courses for postings

Global Affairs Canada Mandated

• Personal Security Seminar: For all employees being posted to a High or Critical Threat mission
• Hazardous Environment Training: For all employees being posted to a Critical Threat mission (Pre-requisite: St. John Ambulance Standard First Aid and Level C Cardiopulmonary Resuscitation (CPR))
• Values and Ethics: From Theory to Practice (Online)
• Authority Delegation Training Validation Certification for Managers (G510) (Online—Canada School—Based on assignment—Required Training Coordinator will approve training and register employees)

Training - based on position at post

First Time Assignment

• How Global Affairs Canada Works Abroad (Online)
• Comprehensive Pre-Posting Briefing
• Code of Conduct Abroad New!

Mandate-Relevant

• Science, Technology and Innovation (STI) Landscape Course for Trade Commissioners (Online)
• Canadian Direct Investment Abroad: A Primer (Online)
• Attending and Exhibiting at Trade Shows (Online)
• Core Training Program for Trade Commissioners and Assistants
• TRIO for Trade Commissioners and Senior Trade Commissioners
• Information Session on Export Development Canada (EDC) for Trade Commissioners
• Working with the Canadian Commercial Corporation: What you Need to Know
• Understanding International Trade Financing Options for Canadian Businesses
• Foreign Direct Investment Attraction
• Maximizing Commercial Opportunities with International Financial Institutions (IFIs)
• Responsible Business Conduct (RBC) and Anti-Corruption: How to Mitigate the Risks for Canadian Businesses Abroad
• Comprehensive Economic and Trade Agreement (CETA) 201
• Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) for Trade Commissioners
• Best Practices in Economic Reporting
• Export Controls Orientation
• Gender, Peace and Stability
• Diversity and Inclusion New!
• Governance, Accreditation, Espionage and Technical Security

Foreign Languages

• Introductory-Level Training is offered to all employees who will not occupy a language-designated position and who do not speak the target language.

Intercultural Effectiveness

• Intercultural Effectiveness Pre-Posting

Security

• Emergency Management at Mission
• Mission Security Officer Training (For employees who have been assigned MSO duties at mission)

Consular and Passport

• Introduction to Consular Services
• Passport Training for Foreign Operations

Communication

• Social Media at Global Affairs Canada: Responsible Use (Online)
• Social Media: Intermediate

Human Resources

• Psychological Health and Well-being in the Workplace (For supervisors and managers)

Information Sessions

• Condensed Pre-Posting Briefing
• Pre-Posting Session: Care of Elderly Parents While Abroad
• Pre-Posting Session: Medical Planning and Health Awareness for a Posting Abroad
• Pre-Posting Session: Moving Abroad With Teens and For Teens
• Pre-Posting Session: Moving With Children
• Pre-Posting Session: Preparing Your Move

Training - Program manager

• Integrated Program Managers Abroad (By invitation only)
• Psychological Health and Well-being in the Workplace
• Core Training Program for Senior Trade Commissioners
• Diplomacy 101: The Art of Cultivating Networks and Influencing
• Diplomacy 203: Protocol and Etiquette
• The Spoken Word

Appendix C: Summary of Departmental Training Investment

The following table summarizes the estimated percentage made by GAC in the administration, coordination and delivery of training for the CFSI and other eight training organizations that are part of the departmental training network. This information represents a “best estimate” for illustration purposes only as it drawn from various sources and timeframes including:

Note: this information represents the estimated salary and operations and maintenance (O&M) costs related to the management of training including the administration, coordination and delivery of formal and informal training to GAC employees occurred by the above listed night training delivery organizations.  It excludes any estimate of costs related to participant attendance at training courses.  As part of the audit survey distributed to training delivery unit representatives, auditors attempted to estimate GAC’s investment in employee training attendance. However, information received from participating GAC organizations illustrated the lack of a common practice in place today to measure training activities (e.g. number of training days provided) or related costs (e.g. costs related to training attendance) in a consistent or complete manner.

Appendix D: Management Action Plan