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The original version was signed by
The Honourable Tony Clement
President of the Treasury Board
Section I - Departmental Overview
Section II - Analysis of Program Activities by Strategic Outcome
Section III - Supplementary Information
Section IV - Other Items of Interest
I am pleased to present the 2011-2012 Report on Plans and Priorities for the Canada School of Public Service (the School), the Government of Canada's partner in learning.
The School will continue to fulfill its key role of delivering on the Government of Canada's Policy on Learning, Training and Development by focusing on strengthening its Foundational Learning, Organizational Leadership Development and Public Sector Management Innovation.
The School directly supports Public Service Renewal by ensuring public service employees have the knowledge and skills to support the current and future performance of the Government of Canada. The School will continue to support deputy heads by providing products and services of top quality that are relevant and meet the Public Service's needs and priorities.
By providing public service employees' with one-stop access to learning, leadership, management and professional development, the School continues to contribute to a strong workforce, one that is highly skilled and equipped to serve Canadians with excellence.
I invite you to read this report and visit the School online at www.myschool-monecole.gc.ca to see the learning and development activities provided by the School to support a strong Public Service.
The Honourable Tony Clement
President of the Treasury Board
The Canada School of Public Service (the School) is the common learning service provider for the Public Service of Canada. 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.
The School is in a unique position to offer learning services to all public service employees at all levels and across the country, as well as to functional communities and public organizations.
Established on April 1, 2004, under the Public Service Modernization Act and operating under the authority of the Canada School of Public Service Act (CSPS Act), the School's primary responsibility is to provide a wide range of learning opportunities and develop a learning culture within the Public Service. The School has a direct effect on service to Canadians by increasing the skills of public service employees and the effectiveness of public service organizations.
As a departmental corporation, the School is mandated under the CSPS Act to:
As set out in the legislation, a Board of Governors is responsible for the conduct and management of the affairs of the School. The Board of Governors is composed of an equal number of public and non-public (business and academic) sector members.
The School's program priorities are geared to delivering results in accordance with the Treasury Board's Policy on Learning, Training and Development (the Policy), which came into effect on January 1, 2006. The Policy highlights the value of learning and the importance of creating a learning culture within the Public Service.
The School supports deputy head accountabilities with respect to leadership and professional development across the Public Service by identifying organizational needs and designing and delivering high-quality and practical programming that addresses the key development needs of public service employees.
The School is integral to Public Service Renewal, offering a broad suite of courses to incrementally advance the renewal agenda. It supports all pillars of Public Service Renewal.
The School has a single strategic outcome: "Public servants have the common knowledge and the leadership and management competencies they require to fulfill their responsibilities in serving Canadians." Four program activities support this strategic outcome:
2011-12 | 2012-13 | 2013-14 |
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104,949 | 104,343 | 104,343 |
2011-12 | 2012-13 | 2013-14 |
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940 | 940 | 940 |
Performance Indicator | Targets |
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Number of learning activities that address leadership development, management competencies and common knowledge, and number of participants. | Approximately 900 learning activities Approximately 220,000 learner days (number of learners/participants multiplied by the number of days in training). |
Percentage of public service employees who have attended School learning activities and feel that the training provided responded to their learning needs and was a worthwhile investment for their employer. | 80 percent of learning activity participants feel that the training provided responded to their needs and was a worthwhile investment for their employer. |
Program Activity | Forecast Spending 2010-11 |
Planned Spending | Alignment to Government of Canada Outcomes |
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2011-12 | 2012-13 | 2013-14 | |||
Foundational Learning | 80,984 | 65,977 | 65,459 | 65,459 | Well-managed and efficient government operations |
Organizational Leadership Development | 20,866 | 11,108 | 11,110 | 11,110 | |
Public Service Management Innovation | 11,478 | 11,303 | 11,304 | 11,304 | |
Internal Services (Note A) |
20,724 | 16,561 | 16,470 | 16,470 | |
Total Planned Spending | 134,052 | 104,949 | 104,343 | 104,343 | |
Services received without charges (Note B) |
15,881 | 15,772 | 15,772 | 15,772 | |
Severance Pay | 1,136 | 570 | 570 | 570 |
Notes:
Operational Priorities | Type | Links to Strategic Outcome | Description |
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Strengthening Curriculum | Previous commitment |
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Building Partnerships | New |
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Management Priorities | Type | Links to Strategic Outcome | Description |
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Management of Change | New |
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The School is affected by several environmental factors including fiscal restraint, demographic transition, evolving technology, Public Service Renewal, alignment of human resources, and the requirement to generate revenues to fund ongoing operations. The reduction of appropriated funding through the Government of Canada's Strategic Review exercise (funding reductions of $11.3 million in 2011-12 and ongoing), combined with the requirement for all federal departments to absorb employee compensation adjustments, adds further complexity to the School's capacity to deliver its programs and activities. While the revenues the School has generated through cost recovery activities have increased in recent years, the School has forecasted that revenues will achieve a steady state in 2011-12 and beyond.
Budget 2010 emphasized the Government of Canada's plan to reduce the current budgetary deficit. Despite the importance placed on ongoing training and development of employees, there remains a strong discretionary component to training budgets among the School's client departments, which could impact their availability of training funds. To mitigate this risk, the School will continue to focus on providing relevant and affordable learning solutions for clients while seeking to increase operational efficiencies. In support of its learning and training activities, the School will also adopt a coordinated approach to its marketing, communications and engagement activities to support its objectives and priorities.
Public Service Renewal remains a priority for the Government of Canada. The Public Service is undergoing a pronounced demographic transition as many public service employees approach retirement and new recruits join the workforce. This will create increased pressures on the School to provide learning and training that is relevant and that adds value to the development and skills of public service employees in serving Canadians. To mitigate this risk, the School will focus on strengthening its curriculum so that it will meet the needs of the Public Service now and in the future. The School will also work towards building effective partnerships with its key clients and stakeholders to ensure that it can respond to the changing dynamics of the Public Service.
At the same time, the School will need to recruit public service employees with the skills and competencies necessary to perform the work required. Employee development objectives continue to create high expectations for quality learning products and services. If the School does not have the right people in place it will risk missing out on the opportunity to provide learning and training for the next generation of public service employees. The School will manage this risk by using its human resources and technologies to deliver the highest quality learning and training products available.
The implementation of the Integrated Learner Management System (ILMS) continues to be a key risk for the School and is required to replace the School's legacy registration systems. Phase 1 of the ILMS implementation was completed in April 2010. Phase 2 of ILMS implementation involves the migration of residual content from the Campusdirect system and migration of the Language Training Centre and was undertaken in 2010-11.
The decommissioning of the School's legacy systems and replacement with the new system and platform is necessary to ensure the ongoing viability of its operations.
Estimates by Vote are presented in the 2011-12 Main Estimates, which are available at http://www.tbs-sct.gc.ca/est-pre/20112012/me-bpd/info/info-eng.asp.
The School has a single strategic outcome: "Public servants have the common knowledge and the leadership and management competencies they require to fulfill their responsibilities in serving Canadians." Four program activities support this strategic outcome:
The School was created to ensure that all employees of the Public Service of Canada have the required competencies and common knowledge to serve Canadians in the most efficient and effective way possible. To achieve this goal, the School continues to offer a strong curriculum that focuses on the key skills and knowledge required by a dynamic public service that is constantly changing and adapting to the needs of its stakeholders and Canadians. At the same time, the School also relies on the consistency of its training and learning activities to ensure that public service employees have the common skills and knowledge expected of them.
For the School, 2011-12 will be highlighted by the continued implementation of its management agenda and priorities, along with the ongoing management of changes to the organizational structure that came into effect in January 2011. Throughout this transition, the School will continue to focus on the development and delivery of high-quality learning and training activities that meet the needs of the Public Service.
The School, through its Foundational Learning program activity, contributes to building a professional workforce by providing the learning required for public service employees to serve Canadians. Four initiatives support this program activity:
Human Resources (FTEs) and Planned Spending ($ thousands) | |||||
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2011-12 | 2012-13 | 2013-14 | |||
FTEs | Planned Spending | FTEs | Planned Spending | FTEs | Planned Spending |
443 | 65,977 | 443 | 65,459 | 443 | 65,459 |
Program Activity Expected Results | Performance Indicators | Targets |
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Public service employees' learning objectives are met in the foundational learning activities provided by the Canada School of Public Service. | The School will identify the percentage of participants who intend to apply, are able to apply, and/or have applied the knowledge acquired in foundational knowledge learning activities to their current or future workplace. | 80 percent of participants are able to apply their acquired knowledge. |
Planned Initiatives/Projects | Description of Plans | Strategic Linkages |
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1. Orientation to the Public Service |
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2. Authority Delegation Training |
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3. Functional communities |
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4. Official Language Learning |
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5. Online Learning |
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Through the delivery of Foundational Learning, the School provides long-term benefits for Canadians by ensuring that public service employees have
The School strengthens the Public Service and contributes to Public Service Renewal by building the leadership competencies of existing and emerging leaders through leadership development programs.
Due to the significant focus on leadership accountabilities and the anticipated high retirement rates among employees and executives, there is increased demand for programs that develop leaders for a modern public service in a globalized environment.
Three initiatives support this program activity:
Human Resources (FTEs) and Planned Spending ($ thousands) | |||||
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2011-12 | 2012-13 | 2013-14 | |||
FTEs | Planned Spending | FTEs | Planned Spending | FTEs | Planned Spending |
102 | 11,108 | 102 | 11,110 | 102 | 11,110 |
Program Activity Expected Results | Performance Indicators | Targets |
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Public service managers, executives and senior leaders are satisfied with the leadership development courses, programs and activities received. | The School will measure the degree of satisfaction of public service employees with the leadership activities provided. | Leadership activities receive an average rating of 4 on a 5-point scale on overall satisfaction. |
Public service managers, executives and senior leaders are able to apply their leadership competencies in the workplace. | The School will determine the percentage of public service employees who intend to apply, are able to apply and/or have applied the knowledge acquired through leadership development activities in their workplace. | 80 percent of participants able to apply their acquired knowledge. |
Planned Initiatives/Projects | Description of Plans | Strategic Linkages |
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1. Learning in support of talent management |
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2. Evaluation of Advanced Leadership Program (ALP) in 2011-12 |
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Through the delivery of Organizational Leadership Development programs, the School provides long-term benefits for Canadians by ensuring that the existing and emerging leaders of the Public Service
The School enhances the performance of the Public Service by disseminating innovations and leading practices in public management and providing public service organizations with advice and support regarding learning and change management. Two initiatives support this program activity:
Human Resources (FTEs) and Planned Spending ($ thousands) | |||||
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2011-12 | 2012-13 | 2013-14 | |||
FTEs | Planned Spending | FTEs | Planned Spending | FTEs | Planned Spending |
77 | 11,303 | 77 | 11,304 | 77 | 11,304 |
Program Activity Expected Results | Performance Indicators | Targets |
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Public service organizations have access to tools and services to help them integrate learning, manage change and innovate. | The School will track the number of organizations provided with Public Sector Management Innovation services. | 25 departments and agencies provided with Public Sector Management Innovation services. |
Public service organizations integrate learning, manage change and innovate by adapting best practices. | The School will measure the degree of satisfaction of public service organizations with the School's Public Sector Management Innovation services. | A satisfaction rate of 80 percent. |
Planned Initiatives/Projects | Description of Plans | Strategic Linkages |
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1. Building stronger ties with learners |
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2. Customized interventions for federal organizations |
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3. Identify opportunities to support the School's partners |
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4. Partnership framework with Canadian universities |
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Through the delivery of Public Sector Management Innovation, the School will provide long-term benefits for Canadians by ensuring that the Public Service has
In addition, stronger relations with universities will help ensure that the Public Service has access to cutting-edge ideas and research on public administration, and that new employees are well-educated in modern public sector management.
Internal Services are groups of related activities and resources that are administered to support the needs of programs and other corporate obligations of an organization. 3 Internal Services include only those activities and resources that apply across an organization and not to those provided specifically to a program.
Human Resources (FTEs) and Planned Spending ($ thousands) | |||||
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2011-12 | 2012-13 | 2013-14 | |||
FTEs | Planned Spending | FTEs | Planned Spending | FTEs | Planned Spending |
318 | 16,561 | 318 | 16,470 | 318 | 16,470 |
Planned Initiatives/Projects | Description of Plans | Strategic Linkages |
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1. Re-focus of the School's planning efforts |
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2. Human Resources Plan |
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3. Business Model 4 |
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4. Complete implementation of ILMS |
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5. Optimizing and standardizing the School's IT Infrastructure |
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6. Document and Information Management |
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7. Optimizing Office Space |
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The work performed under this program activity assures Canadians that the School's operations are managed in a transparent, accountable and effective manner through the provision of advice and analysis related to the School's activities.
The financial highlights presented in this Report on Plans and Priorities are intended to serve as a general overview of the School's financial position. More information is available on the School's website at: http://www.csps-efpc.gc.ca/aut/cdo/index-eng.asp.
Future-oriented Condensed Statement of Operations For the Year (Ended March 31) |
% Change | Future-oriented 2011-12 |
Future-oriented 2010-11 |
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Total Expenses | -20 | 121,291 | 150,999 |
Total Revenues | -26 | 50,000 | 67,782 |
Net Cost of Operations | -14 | 71,291 | 83,217 |
The decrease of the Total Expenses in 2011-12 compared to 2010-11 is attributable to
The estimated total expenses for the Canada School of Public Service for fiscal year 2011-12 is $121,291 thousand, including $16,342 thousand for severance benefits and services received without charge.
Foundational Learning program activity will account for $76,298 thousand or 62% of the total expenses. Organizational Leadership Development expenses are forecast at $12,846 thousand or 11% of the total expenses, and it is anticipated that Public Sector Management Innovation will use $12,995 thousand or 11% of the total expenses. The remaining amount of $19,152 thousand or 16% of the total planned expenses will fall under the Internal Services program activity.
All electronic supplementary information tables found in the 2011-12 Report on Plans and Priorities can be found on the Treasury Board of Canada Secretariat's web site:
1 Level 3 evaluations measure how the knowledge, skills and/or attitudes from a course are transferred into new behaviours within the workplace.
2 Collaborative Learning: The act of shared creation and discovery where learners work in groups on the same task simultaneously, thinking and learning together. Virtual collaborative tools permit users to communicate with one another (without members being physically in the same location) to share information, knowledge and best practices.
Online Learning: The act of learning through activities delivered using Internet-based technologies. It can be synchronous (learners and instructor must attend the learning event at the same time; often called virtual classroom) or asynchronous (self-paced learning independent of time).
Blended Learning: An approach to learning that combines two or more delivery methods (examples: classroom-based, computer/Internet-based, on the job training, etc.) Note: Within each of these delivery methods, the content may also have various pedagogical blends (i.e. learning strategies).
3 Internal Services includes: Management and Oversight Services; Communications Services; Legal Services; Human Resources (HR) Management Services; Financial Management Services; Information Management (IM) Services; Information Technology (IT) Services; Real Property Services; Material Services; Acquisition Services; and, Travel and Other Administrative Services.
4 The School's business model is a representation of how the organization intends to deliver its products and services in a cost-effective and sustainable manner, based on client needs. In addition to the costing/pricing framework, other main elements include the foundation (reputation and experience), the infrastructure (core capabilities, partners and business lines), the value proposition of the offered products and services, and the clients of the organization.