ARCHIVED - RPP 2006-2007
Canada School of Public Service

• Previous Page
• Table of Contents
• Next Page

This page has been archived.

Section 1– Overview

Minister’s Message

I am pleased to present the Report on Plans and Priorities for the Canada School of Public Service.  This report covers key plans, priorities and expected results for the period 2006-07 / 2008-09.

This government has committed to a clear set of priorities and will work to rebuild the trust of Canadians in their government.  Those priorities include ensuring a federal government and federal Public Service that is effective and accountable.  A highly skilled, well trained and professional workforce is critical to achieving this priority.  With the creation of the Canada School of Public Service in 2004, it was given a clear purpose of developing a more integrated approach to learning, training and development in the Public Service.

The School, through its role in supporting the common learning, training and development needs of public servants, is the ideal vehicle to instill a shared sense of values among all public servants, to promote an understanding of modern public sector administration and management, and to support the professional development of Public Service employees.  Bilingualism and a commitment to official languages is a significant component of the professional development of public servants and is therefore an integral part of the School’s mandate. 

During the planning period, the Treasury Board portfolio will pursue a clear agenda that seeks to strengthen accountability in government and the Public Service.  Learning will be a key focus in achieving the objectives of that agenda, and the School has a fundamental role to play in this regard.  It will be called upon to ensure that public servants have the common knowledge, and leadership and management competencies required to effectively serve Canadians.

Management Representation Statement

I submit for tabling in Parliament, the 2006-2007 Report on Plans and Priorities (RPP) for the Canada School of Public Service.

This document has been prepared based on the reporting principles contained in the Guide for the Preparation of Part III of the 2006-07 Estimates: Reports on Plans and Priorities and Departmental Performance Reports:

• It adheres to the specific reporting requirements outlined in the Treasury Board Secretariat guidance;
  
  
• The School’s future plans and priorities are based on the 2007-2008 approved Program Activity Architecture (PAA); however, for comparison purposes the School presents its financial information based on the 2006-2007 approved PAA.
  
  
• It presents consistent, comprehensive, balanced and accurate information;
  
  
• It provides a basis of accountability for the results achieved with the resources and authorities entrusted to it; and
  
  
• It reports finances based on approved planned spending numbers from the Treasury Board Secretariat in the RPP.

 

---

Ruth Dantzer
Title:  President and Chief Executive Officer
Canada School of Public Service     

A Modified Program Activity Architecture (PAA)

When the Treasury Board Policy on Learning, Training and Development came into effect on April 1, 2006 the School had a comprehensive learning strategy ready to support it.

Under the Policy, three interconnected types of learning will contribute to the transformation of the Public Service.  Each of these elements is an integral part of a continuous, reinforcing cycle of innovation and improvement across the Public Service:

• Individual capacity – public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment;
  
  
• Leadership– Public Service has strong leaders delivering results for Canadians; and
  
  
• Innovation in public management –Public Service organizations innovate to achieve excellence in delivering results for Canadians. 

A Shift in Focus for the Canada School of Public Service

The changes and the implications for the School, for learners and federal departments and agencies are substantial.  With respect to its business model, for example, the School is moving

• From a market model of selling courses that individuals demand, to designing and delivering courses that serve the business needs of government;
  
  
• From competing with other suppliers, to providing a clearinghouse of high-quality learning solutions from many sources, accrediting courses, evaluating learning products and reporting learner feedback; and
  
  
• From a fragmented and uncoordinated approach to learning, to a comprehensive, blended system of learning that draws from the best practices of many sources to help government manage change and deliver results.

To reflect these changes the School has submitted to Treasury Board a modified PAA that will accurately reflect the program activities associated with the School’s role in: supporting the government in delivering individual learning aligned to Public Service management priorities; in developing strong leaders; and in accelerating the knowledge transfer of best practices in public sector management for the Public Service to deliver the best results for Canadians.

In its PAA, the School has modified its existing Strategic Outcome (“Public servants have the common learning required to effectively serve Canada and Canadians”) to the following:

“Public servants have the common knowledge, and leadership and management competencies required to effectively serve Canada and Canadians”. To support this modified Strategic Outcome, the School has identified three new Program Activities:

1. Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment;
   
   
2. Public Service has strong leaders delivering results for Canadians; and
   
   
3. Public Service organizations innovate to achieve excellence in delivering results for Canadians.

The revised PAA structure will contribute to more accurate reporting on the School’s activities by providing the framework by which planned resource allocations are linked to activities at all levels and against which results and outcomes at all levels will be reported.  A performance measurement strategy with appropriate performance indicators is currently being developed for each program area to reflect the modified PAA.

Program Activity Architecture (PAA) Crosswalk of Planned Spending 2006-07

	New Program Activities
Old Program Activities:	Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment	Public Service has strong leaders delivering results for Canadians	Public Service organizations innovate to achieve excellence in delivering results for Canadians	Corporate Level Services: Effective decision-making is supported through integrated advice and information strategies and the provision of high quality corporate services*	Total
2006-07 ($thousands)
Develop, manage and disseminate knowledge products	5,718	1,299	4,529	1,330	12,875
Manage the provisions of learning services	59,030	9,465	6,380	3,056	77,932
Corporate Services				18,317	18,317
Total	64,748	10,764	10,909	22,703	109,124

Note: Represents Planned Spending from Table 1

* The difference of $4.4 million between Corporate Services in the old and new PAAs is explained by the fact that the New Program Activity for Corporate Level Services includes the new registration system of the School.

Summary Information

Raison d’être Learning is essential to equipping the Public Service to meet the challenges of the 21st century.  The acquisition of knowledge and skills, and the development of managerial and leadership competencies are the foundations of an effective and accountable government.  The Canada School of Public Service provides one-stop access to the learning, training, leadership development and professional development public servants need to effectively serve Canadians. By ensuring public servants have the foundational knowledge to perform in their job, have access to leadership development programs, and have awareness of innovative management practices and techniques to deliver results for Canadians, the School achieves its legislative mandate to Encourage pride and excellence in the Public Service; Foster a common sense of purpose, values and traditions in the Public Service; Support the growth and development of public servants; Help ensure that public servants have the knowledge, skills and competencies they need to do their jobs effectively; Assist deputy heads in meeting the learning needs of their organization; and Pursue excellence in public management and administration.

Financial Resources ($thousands)

2006-2007	2007-2008	2008-2009
$109,124	$94,346	$92,336

Human Resources (FTEs)

2006-2007	2007-2008	2008-2009
930	940	940

Departmental Priorities by Strategic Outcome

Strategic Outcome:   Public servants have the common knowledge and leadership and  management competencies required to effectively serve Canada and Canadians
Departmental Priorities	Type	Planned Spending ($thousands)
		Program activities	2006-2007	2007-2008	2008-2009
Strengthen capacity of public servants to meet the Employer’s knowledge standards: - Required Training	New	Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment	$28,887	$28,523	$27,659
Public Sector management and professional foundations are built and sustained through targeted learning: - Develop a Functional Communities Strategy	New	Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment	$16,443	$15,702	$13,609
Facilitate Official Languages capacity: - Promote a new model for Language Training	New	Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment	$33,775	$18,936	$18,779
Systemic development of high potential public servants: - Develop accelerated leadership development programs	Ongoing	Public Service has strong leaders delivering results for Canadians	$5,436	$5,229	$5,225
Enhance capacity of organizations: - Departmental client relations	New	Public Service innovates to achieve excellence in delivering results for Canadians	$5,849	$6,858	$8,048
Knowledge on innovative management practices and emerging issues is transferred: - Identify and transfer innovative practices	Ongoing	Public Service innovates to achieve excellence in delivering results for Canadians	$9,261	$9,650	$9,609

School Plans and Priorities

Environment

The Government of Canada is committed to a 21st century Public Service that grows human capital, nurtures innovation and manages knowledge as a strategic asset in order to best serve all Canadians.  Specifically, this government has established as a clear priority ensuring a federal government and federal Public Service that is effective and accountable.  Furthermore, the Public Service has signalled a focus on its renewal and has identified key areas that can support it: clarity around roles, responsibilities and accountabilities; teamwork; the quest for excellence; leadership; and, the capacity to think and plan for Canada’s future.

The Canada School of Public Service (the School) was created on April 1st 2004 by bringing together three institutions each with an established history and contribution to Public Service learning: the Canadian Centre for Management Development (1991), Training and Development Canada (1990) and Language Training Canada (1964).  Since that time, the School has successfully managed important organizational challenges and, with its portfolio partners, implemented integrated, forward-looking measures to serve common learning needs within the Public Service of Canada.  The School now has a learning strategy in place that will be an important tool for achieving the government’s objective of an effective and accountable government and Public Service, as well as supporting the Public Service’s priority for renewal.  This strategy is in line with federal responsibilies, and focuses on results and value for money.

Public Service Learning Expectations

As noted, on January 1^st 2006, the Treasury Board Policy on Learning, Training and Development came into effect.  The Policy highlights the value of learning and the importance of creating a learning culture within the Public Service.  More specifically, it establishes employee, organization and employer learning responsibilities and outlines the employer’s specific training requirements.  The School’s identified program priorities are geared to help deliver on the Policy’s expected results.

Through required training (orientation, authority delegation training and assessment, and functional community programs), and the promotion of a new model for language training, the School ensures that

• New employees will share a common understanding of their role as public servants;
  
  
• Managers at all levels will have the necessary knowledge to effectively exercise their delegated authorities;
  
  
• Specialists in finance, human resources, internal audit, procurement, materiel management, real property, and information management will meet professional standards established by the employer; and
  
  
• Employees at all levels will acquire and maintain the knowledge, skills and competencies related to their level and functions.

In addition, the School will develop accelerated leadership development programs

• To help meet current and future human resources needs; and
  
  
• To ensure Senior Public Service leaders will align learning with the management improvement objectives of government and departmental business priorities.
  

Through its focus on identifying and transferring innovative management practices, and the development of an effective Departmental Client Relations function to support departments in addressing organizational learning needs, the School can access and transfer innovation within the Public Service and so will

• Seek applications of leading-edge practices in public management and support their application within departments and agencies to encourage innovation and continuous improvements in performance.

Planning Period Priorities 2006-07/2008-09

The School partners with federal departments and agencies in the development and provision of learning opportunities, and leads in the broader commitment by the Government of Canada to ensure an effective and accountable federal government and Public Service excellence.  Since the creation of the School, steady progress has been made to position the organization for the future and to implement the essential infrastructure that supports the government’s learning objectives for public servants.

The School’s plan is to continue to move forward with this comprehensive approach to learning, training and development.  Operationally, the School’s program priorities for the three-year planning period beginning in 2006-07 are to deliver and develop individual and organizational learning products that meet the Employer’s mandated learning needs for the Public Service.

Program Priorities

Strategic Outcome: Public servants have the common knowledge and leadership and  management competencies required to effectively serve Canada and Canadians
Program Activity: Public servants able to perform in their current job, take on the challenge of their next job in a dynamic, bilingual environment
Priority	Description
Delivery of Required Training: - Orientation program   - Authority Delegation Training	Delivery of orientation program, based on pilot results in 2006-07; achieve steady state in 2008-09 Implement system of authority delegation assessment and deliver Authority Delegation Training to new appointees, including a focus on demand-driven regional delivery across the country in 2006-07; achieve steady state in 2008-09
Priority	Description
Functional communities are identified and strengthened through specialized learning	Develop School policy to support business development with functional communities Develop integrated curriculum for the first four functional communities identified (HR, IM/IT, Finance and PMMRP) Develop learning framework for additional functional communities In collaboration with functional communities, complete a strategy that will secure the completion of all curriculum by 2009-10
Priority	Description
Promote new model for Language Training:	Promote a new model for language training that shifts the School from direct service provider to developing policies, procedures, standards, evaluation / Quality Assurance criteria, reporting mechanisms, Master Standing Offers and blended learning approaches that serve to support public servants in maintaining language levels, and building a culture of bilingualism; achieve steady state by the end of 2008-09
Program Activity: Public Service has strong leaders delivering results for Canadians
Priority	Description
Accelerated Leadership Development Programs	Deliver elements of Advanced Leadership Development program beginning in 2006-07 which targets high-performing senior leaders to increase their capacity to lead federal organizations in meeting the challenges of the future; achieve steady state in 2008-09 Research and implement improved leadership assessment and measurement models and tools to better target leadership development requirements
Program Activity: Public Service organizations innovate to achieve excellence in delivering results for Canadians
Priority	Description
Departmental client relations	Provide senior leaders and their management teams with ongoing tailored advice and support to identify and implement organizational learning strategies that address critical department/agency needs Support senior leaders in developing learning and knowledge transfer strategies that enable them to retain corporate memory
Identify and transfer innovative management practices.	Identify innovative management practices and emerging issues in public management, and use these to inform priorities for programming at the School Transfer knowledge about innovative practices and emerging issues to public service organizations and individual public servants through departmental learning strategies and the full range of the School’s offerings

Consistent with Modern Comptrollership, our management priorities for the three-year planning period beginning in 2006-07 include establishing the management, administrative and systems infrastructure that enable the School’s operational activities. 

Management Priorities

Program Activity: Corporate-level services - Effective decision-making is supported through integrated advice and information strategies and the provision of high-quality corporate services
Priority	Description
Registration & learner reporting	Complete detailed planning, including the Preliminary Project Approval and Effective Project Approval in 2006-07; acquire a system in 2007-08; and implement in 2008-09
Learner evaluation and quality assurance	Develop and implement new evaluation instruments, policies, standards, and procedures
Effective policy & planning advice/analysis support corporate decision making process:	Strengthen the School’s strategic planning and reporting processes Build policy development and communications capacity
Information Management/Information Technology	In 2006-07 complete major infrastructure upgrades: implement IT-SSO; select and install tools and provide staff training to support the Information Management Strategy; and, support the planning & development of the Integrated Learner Management System In 2007-08 develop Information Technology Strategy, management framework and processes to support the School’s business planning, and research and leverage technologies in support of the delivery of blended learning initiatives In 2008/2009 implement Information Technology Strategy framework, support the implementation of the Integrated Learner Management System; continue support in the evolution of Shared Services Organization migration initiatives
Renew Human Resources Management within the School to Better Support the School’s Business Objectives:	In 2006-07 develop corporate staffing plans for critical talent and corporate wide career streams including official languages and diversity considerations In 2007-08 initiate a targeted staffing process to recruit a representative workforce including employment equity workforce analysis, design of processes, establishment of representation targets and ongoing consultation

• Previous Page
• Table of Contents
• Next Page