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Code of Values and Ethics for the Canada School of Public Service

Table of Contents

Preface

Federal public servants play a vital role in enhancing the quality of services and, by extension, the overall quality of life for all Canadians. To fulfill this responsibility, it is essential that we embody the principles outlined in the Values and Ethics Code for the Public Sector. Each decision made contributes to the integrity of Canadian democracy and the trust placed in public institutions.

While many situations may present clear pathways guided by our values, others can present challenges—especially when values conflict or when the boundaries between professional and personal lives blur. Our choices, shaped by our values, interests, knowledge, and analysis, have impacts that extend beyond ourselves, influencing our families, our communities, and the organizations we represent. Fully understanding our options and taking accountability for our decisions are critical components of our daily professional lives.

In today's rapidly evolving and complex landscape, decision-making has become increasingly intricate. The swift pace of technological advancements, shifting societal expectations, and global events introduce layers of complexity that demand we adapt while remaining steadfast to our values. The Code of Conduct for the Canada School of Public Service serves as a guide, illustrating how our values are manifested in our work and outlining behaviours that foster a more ethical workplace.

Introduction

The Code of Conduct for the Canada School of Public Service (School Code) provides clear guidance for everyone at the Canada School of Public Service (the School). Rooted in the Values and Ethics Code for the Public Sector and the Treasury Board Directive on Conflict of Interest, it serves as a framework for decision-making and effective behaviour that aligns with the School's mission, vision, and responsibilities.

The School Code is complemented by the Code of Conduct for Learners and Facilitators, which outlines the expected behaviours and standards for individuals engaged in the School's learning activities. The Code of Conduct for Learners and Facilitators serves as a guide for fostering a positive, inclusive, and professional learning culture, ensuring alignment with best practices and promoting an environment conducive to professional and personal growth.

The School Code not only complements but also reinforces our commitments to these foundational documents, ensuring we uphold the ethical standards expected in the public sector. It aims to inspire a culture of integrity and accountability, equipping employees with confidence and clarity to navigate complex situations.

This document builds on the foundation of the resources and guidelines found on our Values and ethics and Disclosure of wrongdoing intranet pages, providing a comprehensive approach to ethical conduct. These additional resources clarify emerging topics such as conflicts of interest, use of social media, and political activities. They support the application of the School Code and related policies, ensuring that employees have access to up-to-date information to effectively address evolving ethical challenges.

Moreover, the School Code reflects the requirements under section 6 of the Public Servants Disclosure Protection Act, which mandates that all chief executives establish organizational codes of conduct aligned with the Values and Ethics Code for the Public Sector. Together, these principles create a robust foundation for a workplace and learning environment that exemplifies the highest ethical standards, promoting trust and excellence in public service.

Application

The School Code applies to everyone at the School, including:

This School Code is effective April 8, 2025.

Part 1: Who we are

Our mandate

The School has a legislative mandate to provide a range of learning activities to build individual and organizational capacity and management excellence within the public service.

Our mission

The primary mission of the School is to provide a broad range of learning opportunities and to establish a culture of learning within the public service.

The School leads a government-wide approach to learning by providing a common, standardized curriculum that supports public servants and ensures that they are equipped to serve Canadians with excellence.

Our vision

Be the School of choice for public servants by offering the highest quality of learning experiences.

Our values

We achieve excellence by working together.

We continuously adapt, innovate and seek efficiencies.

We lead by example.

Part 2: What we do and how we do things

What we do

The School delivers cutting-edge, responsive and accessible common learning for the core public service that strengthens the capacity for excellence in public service management and innovation.

Through an innovative and accessible learning platform, the School offers a comprehensive learning catalogue that includes courses, events, programs and series, job aids, videos and other learning tools. It includes learning material in support of core functions related to government operations and management such as values and ethics, human resources, access to information and privacy, information management, security, financial management, procurement, as well as equity, diversity and inclusion. The School contributes to ensuring public service employees have the knowledge and skills required to make informed decisions and support effective, accountable and inclusive government.

In the context of values and ethics, what we do at the School extends beyond our individual corporate accountability. We lead by example, setting a standard for all federal public servants to follow.

How we do things

Supported by strong internal services, the School produces and delivers high-quality learning products by:

Part 3: Why an ethical workplace is important

As stated in the Values and Ethics Code for the Public Sector, organizations are expected to take steps to integrate the five core values from that code into their decisions, actions, policies, processes and systems.

These values guide employees in everything they do. School employees, as well as those delivering services on behalf of the School, are expected to reflect these values in their work and behaviours. Everyone at the School, whether they are employees, consultants or learners, can expect to be treated in accordance with these values.

As situations have implications touching on or testing more than one value, these values cannot be considered in isolation from each other.

Individuals may find themselves in situations where they are uncertain about the adequate way forward or where they have concerns about something they have been asked to do or are expected to do. They may also find themselves in situations where they have concerns about the conduct of another person. Asking the following questions can help in deciding the appropriate course of action.

In the next section, you will find the definition of each of the values, the specific challenges within the context of the work at the School or on behalf of the School, and examples of drivers of a more ethical workplace that can mitigate the impact of such challenges.

Respect for democracy

The system of Canadian parliamentary democracy and its institutions are fundamental to serving the public interest. Public servants recognize that elected officials are accountable to Parliament, and ultimately to the Canadian people, and that a non-partisan public sector is essential to our democratic system.

Challenges specific to the School Drivers of ethical culture
The content we produce, distribute and broadcast as part of internal or external learning products contains unpredictable or uncontrollable elements that could be perceived or interpreted as political preferences or inclinations.

All School learning products are geared to learning and are not political or partisan in any way. As such, we must exercise due diligence in designing learning products and vetting speakers and faculty members. The School is committed to creating learning content and hosting events that are non-partisan, are free of political bias and adhere to the principles of the Values and Ethics Code for the Public Sector at all stages of the planning process.

We must link our work activities to the priorities of the elected government and uphold impartiality by emphasizing its importance to participants and being mindful of their social media presence.

When delivering learning content, faculty members must ensure they remain politically neutral at all times.
Access to information and privacy requests can be challenging with regard to balancing the protection of sensitive and private information as per the Access to Information Act and the Privacy Act with openness and transparency. Transparency and open government are key to respect for democracy. As School employees, we must continuously examine our processes and participate in training to ensure we understand our roles, responsibilities and obligations as public servants and in terms of Canadians' rights to information.
As a government-wide learning organization, we support other federal governmental organizations in fulfilling their learning needs. The support we provide must not transfer accountability to us, and our partners must remain accountable for their decisions. We must ensure that our learning products are reviewed and approved as per established processes and by organizations responsible for setting standards and obligations related to Canada's parliamentary democracy.
Both conscious and unconscious biases and values may influence our actions, the decisions we make, and the content we produce as a service provider.

We must question our personal assumptions and beliefs throughout the learning product development process, including by conducting consultations, piloting our work and obtaining approval of our learning products as per established processes.

We must understand the machinery of government, the decision-making processes, and the School's mandate to clearly define our role and where we fit within the broader context while ensuring that all School learning upholds democratic principles and reflects the appropriate relationship with elected officials.
Respect for people

Treating all people with respect, dignity and fairness is fundamental to our relationship with the Canadian public and contributes to a safe and healthy work environment that promotes engagement, openness and transparency. The diversity of our people and the ideas they generate are the source of our innovation.

Challenges specific to the School Drivers of ethical culture
Anti-racism, Indigenous reconciliation and decolonization, equity, diversity, inclusion and accessibility considerations must continue to be at the forefront of everything that we do. As we continue to make progress, some may find it challenging.

We must ensure our policies and procedures, including our work environment, promote decolonization and inclusion of Indigenous voices.

We must continue fostering openness and strive to avoid imposing personal beliefs in the workplace. We must strive to hold space for dialogue, listening without judgment and respecting the differences of viewpoints and opinions.

We must create opportunities for employees, facilitators and learners to speak up to voice their concerns or to ask their questions or identify problematic behaviour, even if they may be challenging to hear. We can do this by treating others with professional respect and dignity. We must demonstrate respect for each person's worth, dignity, and capacity to contribute, and we must be diligent in recognizing discriminatory behaviour and speaking up when it is observed.

We must be familiar with and understand how the Truth and Reconciliation Commission's Calls to Action, the Clerk's Call to Action on Anti-Racism, Equity, and Inclusion in the Federal Public Service, the Many Voices One Mind: A Pathway to Reconciliation report, the Open letter to deputy ministers to take action to support transgender, non-binary and gender-diverse colleagues in the federal public service, and the Accessibility Strategy for the Public Service of Canada influence the work that we do.

We must apply to the extent possible the principle of "Nothing Without Us" when conducting initiatives and developing learning activities.

We must include accessibility from the start in all our projects; it cannot be an afterthought.

We must respect each individual's gender identity, including by addressing them with the pronouns and other identifiers they prefer.

We must ensure the use of inclusive language in our writing, drawing on the expertise of our Communications team and consulting the Guidelines for Inclusive Writing designed to help public servants produce writing that is free of discrimination based on gender, race, ethnicity, disability or any other identity factor.
As we are all unique individuals, bringing our own experiences and values to the table, there may be competing views and perspectives about the direction for the products we create and the content that should be included in them.

We must adopt an inclusive approach in how we bring people together. During product development, this means holding multiple consultations with a variety of individuals who represent diverse perspectives.

We must communicate openly with partners and stakeholders when issues arise and raise them in the spirit of what is best for the organization, the learner, the public service and our culture. Continued dialogue and sharing are critical to fostering respect for people and upholding the integrity of the School's mandate.

We must lead by example by demonstrating respect and valuing diversity of perspectives.

We must cultivate a growth mindset by encouraging open and safe communication and creating a psychologically safe environment where people feel comfortable sharing openly without fear of negative consequences.
Ongoing advancements in technology can impact how we connect with others to complete tasks, which could impact interpersonal relationships, inadequately meet the different needs and abilities of different people, and change how we ultimately respect and interact with one another in a working environment.

We must foster a culture of continuous learning so that we embrace technological advancement and can leverage it to better our work environments and our interactions with people.

We must recognize the potential impacts of changing technology on our people and interactions, and implement new approaches to help ensure strong interpersonal relationships between both individuals and teams.
The School may face challenges in identifying and securing a diverse range of speakers and facilitators for panels to ensure they accurately reflect the richness and diversity of Canadian society.

Offering learning events with panels that reflect the breadth of Canadian society, including representation from both official languages, is a responsibility we must embrace.

While we are all on our own journeys towards fostering a more inclusive public service, we must continue to apply the procedures and guidelines put in place by the School, including the events framework, to ensure a broad range of voices and perspectives are at the table.
As a service provider, the School may come across federal public servants involved in learning activities who have varying values, unconscious biases, or stressors. Some School courses touch on sensitive subjects that may cause discomfort for some learners. These factors can pose challenges in creating a positive, inclusive and healthy learning atmosphere.

We must strive to create a positive, inclusive and professional environment by being self-aware, showing empathy, demonstrating an open mindset, communicating clearly and being willing to understand and value diverse viewpoints and experiences.

For an enriching learning experience, individuals must show respect and professionalism to others, especially when a learner feels offended. Faculty members must be particularly vigilant to ensure the learning environment remains safe, positive and respectful.

The School must ensure that learners have clear avenues to address any concerns before, during, or after a course or event by providing access to the Client Contact Centre.

The School is responsible for taking appropriate measures when the School Code or the Code of Conduct for Learners and Facilitators is not being respected. For example, in cases of harassment and violence, the facilitator has the right to ask a participant to leave the class (or the virtual classroom).

Faculty members and learners must be mindful of and open to opinions and comments from others, especially in the context of inclusivity and official languages. Everyone must ensure their contributions are respectful of others and accurately convey their intentions.

Faculty members and learners must listen and remember to allow the discussion to evolve as time permits. Everyone must be conscious of the verbal and non-verbal communications around them.

Providing constructive responses is part of the active learning process. Faculty members and learners must understand that their comments may be challenged or misunderstood, often accidentally or unintentionally. If someone is offended or if an individual feels that someone may have misconstrued their comment, they must make sure to offer any needed clarifications or retroactions.

Faculty members and learners must consider what they have learned, how they have learned it, and what they have learned from others. This will help to transfer and apply what was learned to professional duties and work realities.
Integrity

Integrity is the cornerstone of good governance and democracy. By upholding the highest ethical standards, public servants conserve and enhance public confidence in the honesty, fairness and impartiality of the federal public sector.

Challenges specific to the School Drivers of ethical culture
Opportunities for employee growth or recognition could lead to the perception of preferential treatment. We must ensure that growth opportunities and recognition are transparent and supported by representative and diverse decision-makers. Additionally, decisions must be communicated clearly and transparently.
School employees may deal with or have access to data, including personal data, that could result in improper handling or use.

We must leverage the necessary tools, technology, training and resources to manage data effectively, securely and in a way that follows ethical standards.

We must accept accountability in ensuring that data is used and handled as per security and privacy requirements.

We must adhere to policies and procedures governing the collection, storage, processing, and sharing of data.
As the common learning provider for the core public service, the School employs facilitators, instructors and subject-matter experts who are more susceptible to being asked to do similar work outside the public service, which increases risks from a conflict of interest perspective.

We must abide by the Directive on Conflict of Interest and proactively declare all outside activities that may have a real or perceived conflict of interest, such as private interests or outside activities that could impair or be perceived to impair an employee's ability to perform their duties and make decisions with integrity, impartiality, and honesty in the best interest of the Government of Canada.

Additionally, we must complete an annual attestation to reaffirm compliance with these requirements, as people's situations may change.

Before responding to an invitation to a speaking engagement, for example a panel or conference, we must proactively discuss the opportunity with a manager in the context of values and ethics, possible conflict of interest, and workload impacts. We must also seek guidance and approval on whether it is appropriate to accept the invitation as a representative of the School and Government of Canada, or as a private individual.
In today's hybrid work environment, maintaining high standards of accountability, ethical behaviour, and respect can be challenging, particularly in virtual interactions, where face-to-face cues and dynamics are limited.

We must leverage training opportunities, technology solutions, and leadership support to ensure that integrity remains a foundational value in all interactions, regardless of the communication mode or context. Integrity can be achieved by communicating clearly, being aware of potential conflicts of interest, and following established procedures for decision-making and accountability.

We must ensure respectful treatment of and interactions with colleagues, paying particular attention to fostering inclusivity in hybrid settings.
Stewardship

Federal public servants are entrusted to use and care for public resources responsibly, for both the short term and long term.

Challenges specific to the School Drivers of ethical culture
Limited options for strengthening diversity in collaborations with external stakeholders (for example, academics, private institutions) could impact the quality of the products and projects we deliver. We must continue to expand the number of external partnerships and collaborations to ensure the broadest diversity of perspectives in our learning products, including representation from both official languages.
Limited access to expertise could impact stewardship of projects and products.

We must identify expertise and skill gaps and leverage existing resources within the organization.

We must leverage any opportunities to continue upskilling and learning.

We must establish and cultivate relationships with subject-matter experts in policy centres and other government departments in the relevant domains.
Excellence

Excellence in the design and delivery of public sector policy, programs and services is beneficial to every aspect of Canadian public life. Engagement, collaboration, effective teamwork and professional development are all essential to a high-performing organization.

Challenges specific to the School Drivers of ethical culture
Recruiting and retaining talent in groups that have a shortage of candidates or highly specialized skill sets can be challenging, especially when competing with the private sector. We must strive to find innovative ways to attract and retain talent by upholding our public service values and contributing to creating and maintaining a healthy and inclusive working environment.
Providing equitable and diverse services and learning activities to public servants, including in both official languages, can be challenging due to highly specialized and limited expertise in the field.

We must ensure accessible, diverse and equal learning opportunities, including in both official languages, by broadening outreach activities, expanding our networks and partnerships, and leveraging bilingual moderators. We must focus on continuing to increase the number of learning activities being designed in French.

We must follow established internal procedures, including designing learning products with an intersectional lens, providing simultaneous interpretation for events, and ensuring written materials are translated and available in both official languages.

We must ensure that learning products include a broad range of images that accurately reflect the diversity of the communities they represent.
Ongoing and future technological advancements, such as the rise of artificial intelligence and other emerging tools, may pose challenges in discerning facts from false or misleading information and in remaining relevant within the learning domain.

We must foster a culture of continuous improvement in the quality and relevance of our learning products with a heightened focus on measuring and meeting learners' needs and expectations, and ensuring that priorities are informed by data (for example, pilots, iterative design, evaluation metrics, participant feedback) and evidence.

We must be provided with access to modern technology and tools to enable the School to innovate and keep pace in designing and delivering training, while also leveraging opportunities to learn about innovations and new technologies to apply them effectively in our work.

To ensure long-term excellence, it is crucial to continuously adapt and innovate, anticipating future shifts in technology to remain a leader in providing cutting-edge learning solutions. In doing so, we reaffirm the importance of principled decision-making and maintaining high standards of excellence and adaptability in our approaches.

Accountability

Everyone plays an important role in the organization and in understanding and applying the values and expected behaviours outlined in the School Code. It's essential for everyone to embrace these principles in their daily work. Supervisors, managers, and executives, in particular, should lead by example and actively discuss the School Code with both current and new members of their teams.

If an individual's behaviour falls short of these expectations, they will have the opportunity to explain their actions. This approach allows the School to make informed and fair decisions about any necessary corrective steps, in line with the principles of natural justice.

The School is committed to fostering an environment of open communication and mutual respect. As such, it is essential to clearly outline the potential consequences for behaviour that does not align with the School's values and expectations. Corrective actions will be determined based on the nature and severity of the behaviour in question and may range from a verbal or written warning to more significant measures, including termination.

A supportive environment where everyone understands the importance of accountability and strives to uphold our shared values is of paramount importance in creating and maintaining a healthy and safe environment, and embracing the public service values in our day-to-day work.

Appendix: Reference documents

Documents specific to the School:

Documents for the public service:

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