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The Canada School has a single Strategic Outcome:
Through the delivery of this Strategic Outcome, the Canada School will provide long-term benefits for Canadians by ensuring that public servants across the country have the required knowledge and competencies to serve Canadians with excellence now and into the future.
The current economic and fiscal situation may impact on the Canada School, as spending on training is discretionary and the Canada School has limited control over participant registration. As noted in the risk analysis, the Canada School must consider both the demand for training and the revenue generation required to design, develop and deliver courses and programs, as the design of new courses takes place as existing courses are being delivered. There is also a continuing need for qualified instructors, facilitators and subject matter experts and a requirement to keep up with the speed of change by updating course material and retraining employees and specialists to ensure they maintain the required skills and competencies.
This being said, the Canada School is taking steps to address these challenges, including greater outreach to departments and functional communities and increased leveraging of technology. The current environment emphasizes the need for strong planning, monitoring and trend analysis for early identification of training demand pressures that may require adjustments to capacity within the Canada School. This monitoring would also allow the Canada School to better anticipate marketplace trends and adjust its approach in order to plan for potential impacts on revenue. The Canada School has systems in place for ongoing tracking of budgets, expenses and revenues, and is focussing on course promotion and marketing.
The implementation of the Integrated Learner Management System (ILMS), an internationally-standardized software application, will support the Canada School’s efforts to integrate and streamline its business processes for the registration, management and administration of learning. It will also enhance the Canada School’s ability to better report on various aspects of learning within the public service, including requirements under the Policy on Learning, Training and Development, and allow the Canada School to conduct its business more efficiently.
The Canada School will monitor the number of learning activities that address leadership development, management competencies and common knowledge, as well as the number of participants in these learning activities. In addition, the Canada School will track the percentage of public servants who have attended Canada School learning activities and who feel that the training provided responded to their learning needs and was a worthwhile investment for their employer.
The Canada School’s Strategic Outcome is supported by four program activities:
The Canada School receives appropriated funds for some foundational learning, notably training required under the Policy on Learning, Training and Development, including the Orientation to the Public Service program and Authority Delegation Training. For the most part, other learning products and services developed and delivered by the Canada School are done so on a cost-recovery basis. Overall, revenues generated from these activities represent approximately 40 percent of the Canada School’s planned operating budget for 2009-2010.
A horizontal strategic review of the Government of Canada’s central human resources organizations, including the Canada School of Public Service, was conducted in 2008-2009. The review’s main objective was to ensure efficiency and effectiveness in human resources management by eliminating overlapping activities.
Through the horizontal strategic review exercise, the Canada School has identified ways to be more efficient and effective and to fully align its programs with department and agency learning needs. A number of programming changes were identified and will be phased in over a three-year period. As noted in Budget 2009, the government will direct the savings realized toward creating and maintaining a modern public service that has a knowledge-based workforce and a forward-looking, productive work environment to better deliver on the priorities of Canadians.
The horizontal strategic review impacts each of the four program activities supporting the Canada School’s strategic outcome. Among the key changes are the following: the Orientation to the Public Service program has been redesigned, shifting from two days of classroom learning to a one-day classroom session complemented by prerequisite online training; and more of the Canada School’s training and development products will be offered on a cost-recovery basis. Also, corporate leadership development programs at the manager level and above will be restructured to ensure they meet the needs of Public Service Renewal.
The Canada School contributes to building a professional workforce by providing the learning required for public servants to perform in their current job and take on the challenges of the next job in a dynamic, bilingual environment through the provision of foundational learning activities. The learning opportunities developed and delivered by the Canada School are aligned with public service management priorities and meet the requirements of the Policy on Learning, Training and Development and associated knowledge standards.
|Human Resources (FTEs) and Planned Spending ($ thousands)|
|FTEs||Planned Spending||FTEs||Planned Spending||FTEs||Planned Spending|
|Public servants are able to apply the foundational knowledge provided by the Canada School in their workplace.||The Canada 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.||The target level of participants able to apply their acquired knowledge is 80%.|
The Foundational Learning program activity contributes to the Strategic Outcome by providing the common knowledge required by public servants. To achieve this, the Canada School aims to ensure that:
Four initiatives support this program activity:
Orientation to the Public Service
Orientation programs have been developed and are offered to both new public servants and new senior leaders. The challenge is to meet the annual demand, in both the regions and the National Capital Region, of approximately 8,000 in-class participants per year. To respond to this demand within existing resources, and to respect its horizontal strategic review commitment, the Canada School has redesigned the Orientation to the Public Service program, shifting to a blended learning approach consisting of a one-day classroom session complemented by prerequisite online training. The redesigned program will be monitored to ensure that the enhanced delivery model complies with the employer’s knowledge standards, government priorities and objectives for Public Service Renewal.
The Canada School will continue to work with organizations already engaged in intensive, structured orientation in their departments to achieve synergies and improve linkages between the programs. It will also explore options to address the challenges of a consistent national program and adequate availability of qualified instructors. Alternative delivery methods will be examined to facilitate the availability of training to those public servants who do not have access to computers, and communications with departments will be increased to encourage registration for required training and the completion of the online components.
Authority Delegation Training
In accordance with the Policy on Learning, Training and Development, the Canada School continues to deliver Authority Delegation training to four groups of employees: supervisors, managers, senior managers (executives at the EX-01 to EX-03 levels) and assistant deputy ministers. Mandatory training and assessment are undertaken to ensure these groups are equipped to appropriately exercise their delegated authorities.
There is a continued public service emphasis on management responsibilities and a focus on filling management positions to respond to retirements. Demand is higher than originally expected due to the large number of participants wishing to take the training for developmental purposes. There is a need for the Canada School to balance demand for mandatory training with developmental training. To respond to these demands and increase capacity within existing resources, the Canada School will redesign the program, shifting to a blended learning approach similar to that adopted for the Orientation to the Public Service program. The redesign will ensure continued relevance and accuracy in relation to the employer’s knowledge standards and respond to participant feedback.
Succession planning continues to be essential to address the availability of qualified instructors. Issues related to classroom space are handled through the monitoring of enrolment and the adjustment of schedules. Additional work continues with departmental required training coordinators to support the timely identification and registration of employees for required training.
Professional Development Training
The demand for professional development learning is managed through an annual curriculum review process and a decision matrix that facilitates the monitoring of new courses and the accompanying delivery infrastructure.
There is ongoing demand from departments and agencies for custom courses. In 2009-2010, the Canada School will continue to establish memoranda of understanding (MOUs) with departments and agencies to design and deliver courses that will support deputy ministers’ accountability for learning and ensure a cohesive approach within organizations. This will require a streamlining of the MOU development process to enhance efficiencies and alignment with overall priorities.
Functional Communities Programming
Some functional communities, such as human resources and finance, are undergoing transition due to retirements and an increasing demand for services and expertise. The Canada School will continue to fulfil its commitments to the Public Service Renewal agenda and support deputy ministers’ accountability for learning in their organizations by working with key functional communities to identify strategic issues and address
evolving needs, providing ongoing and timely professional development of functional community members, developing curricula for priority areas such as Information Management, Internal Audit, Human Resources and Finance, and delivering required training for the Information Management and Procurement, Materiel Management and Real Property (PMMRP) communities. The Canada School will also keep abreast of the TBS Policy Renewal Initiative and work with partners to update functional communities on resulting policy changes, as they are often the first ones who are affected by and have a role in implementing these changes (e.g.: Transfer Payment Policy).
In 2009-2010, the Canada School plans to increase its responsiveness by delivering courses through its calendar offerings and under MOUs with various departments and agencies. However, designing courses for emerging communities where the expected volume of offerings is low remains a challenge and there is a need to balance short-term investment and long-term cost recovery. The Canada School will promote partnership opportunities with departments and agencies that could act as “champions” for these functional communities.
Professional Development Programming
Public service employees require access to learning opportunities that will help them develop their professional, management and leadership skills and competencies. The 2008-2009 Action Plan on Public Service Renewal highlights the development of public servants at all levels as leaders, managers and empowered employees as central to a high performance institution, and emphasizes that careful attention to managing talent and performance is required. Moreover, the results of the National Managers’ Community focus groups suggest that learning related to performance and people management is a key priority that should increase demand for Canada School programs.
In 2009-2010, the Canada School will continue to offer a wide range of professional management and leadership skills and competency development training through calendar and MOU offerings. It will build on its current programming by expanding relationships with the public service managers’ community and developing new products as part of its performance management curriculum to support the learning needs of managers. In order to facilitate access to learning opportunities and strengthen its role as the learning partner for managers, the Canada School will develop a new learning curriculum for managers that will leverage technology in this priority area and offer a more integrated and blended learning approach. The Canada School will also develop a community of practice for internal and external instructors delivering its professional development programming in order to promote a more integrated approach for the exchange of information and knowledge across program areas.
Official Languages Learning
Access to Language Training Services
The Canada School facilitates on-time access to quality-assured and cost-efficient language training to all public servants by qualified providers. In 2009-2010, the Canada School will continue to explore new and innovative ways to facilitate access to language training services and will pursue pre-implementation phases of a National Master Standing Offer for language training providers in the regions. In addition, the Canada School will continue to offer timely, accurate and cost-efficient language learning plans and services, and training in the regions where required.
Subject to financial approvals, the Canada School will also implement an initiative under the Roadmap to Linguistic Duality: 2008–2013, which will broaden access to second language learning products through Canadian universities, thereby providing opportunities for second language development and maintenance among future public servants and contributing to the renewal of the public service.
Language Retention Services
There is a growing demand for online tools and products for language maintenance and self-acquisition, as well as for tailor-made language learning solutions. The aim is to deliver consistent and timely access to language retention services and tools in all parts of the country to promote an active culture of bilingualism in the workplace.
In 2009-2010, the Canada School will develop, update and provide second language learning plans to public servants; ensure standardized quality assurance of its language training services across the country; offer language training services to students with learning disabilities; supply qualified on-site language teachers/facilitators; and work with departments to ensure and promote a culture of bilingualism in the public service.
Online Course Program
As demonstrated by evaluations and increased use of Campusdirect year-over-year, there is a growing preference among public servants for online training delivery. As well, there is an increased focus on reducing travel to better utilize the time of public servants and control costs.
The Canada School works to ensure that public servants across the country have access to custom online learning tools and products. Over the next fiscal year, the Canada School will support the development and delivery of e-learning and blended learning products, and integrated learning solutions will be provided through the implementation and maintenance of learning portals. In addition, the Canada School will prepare Campusdirect for migration to the ILMS infrastructure.
A quality assessment report on Campusdirect customized courses determined that there was a significant improvement in quality between the courses developed in the early years of the program and those developed more recently. Room for improvement was found in instructional design and currency of the related content accessible via Web links. The current relevance of the courses to programs will be assessed and the results of curriculum review will be considered before redesign investments are made. The maintenance strategy will focus on the lowest-ranking courses in priority areas for early attention. Also, in accordance with the horizontal strategic review, beginning in 2010-2011 the Canada School will explore the possibility of making commercial course offerings through Campusdirect available to departments and agencies on a cost-recovery basis.
Online Collaborative Technology Program
Clients expect that the latest innovations and collaborative technologies will be available to promote interaction, learning, dialogue and knowledge exchange. These new technologies would also help to attract and retain the next generation of public servants who are accustomed to working and learning in such an environment.
The Canada School will continue to work with Information Technology (IT) specialists and departmental chief information officers to establish standards and expectations and ensure that the Canada School’s infrastructure supports the adoption of new technologies. There will also be ongoing collaboration with departments and agencies to reduce restrictions on Internet access, which are often due to firewalls and security measures.
The Canada School is expanding its use of technologies such as Web conferencing, social networking, podcasting, virtual classroom and other interactive initiatives. This requires the continued development of expertise and service provision capacity in e-learning. It is expected that 3,000 to 4,000 participants will use the Canada School’s online collaborative tools and vehicles, such as the Community of Practice Portal, in 2009-2010.
The Canada School strengthens the public service and contributes to Public Service Renewal by building strong leadership competencies for existing and emerging leaders through the provision of leadership development activities such as targeted courses, programs, seminars and events.
|Human Resources (FTEs) and Planned Spending ($ thousands)|
|FTEs||Planned Spending||FTEs||Planned Spending||FTEs||Planned Spending|
|Public service managers, executives and senior leaders are satisfied with the leadership development courses, programs and activities received.||The Canada School will measure the degree of satisfaction of public servants with the leadership activities provided.||The target is that 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 Canada School will determine the percentage of public servants who intend to apply, are able to apply and/or have applied the knowledge acquired through leadership development activities in their workplace.||The target level of participants able to apply their acquired knowledge is 80%.|
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:
Public service supervisors, managers, executives and senior leaders require access to learning opportunities that will help them to develop enhanced leadership competencies to lead change and meet corporate goals. The Canada School will work with management teams to support strong organizational change leadership. The Public Service Renewal action plan priority for employee development and the requirement for better talent management and strong leadership competencies will continue to increase demand for Canada School programs.
In 2009-2010, the Canada School will continue to offer a wide range of leadership training, such as Leading in Times of Crisis, and will strengthen programming by expanding partnerships, developing new tools and promoting the use of existing tools such as the 360o feedback instrument. The Canada School will also continue to explore MOU opportunities with government departments and agencies in order to reach additional participants across the country, meet organizational learning needs and support deputy ministers in their accountability for learning in their organizations.
Public servants want to achieve a better understanding of the international context in which they work and the comparative management approaches and leading-edge practices in other jurisdictions. New Canada School programming is aimed at enhancing:
Leadership Development Programs
The shift toward greater deputy minister accountability for learning in their organizations, together with anticipated high retirement rates and an increased focus on talent management, necessitates succession planning at both the departmental and government-wide levels. The Canada School must position itself to be the strategic choice for the delivery of learning products and activities to support talent management. The desired outcome is that government departments and agencies are able to develop leadership talent to achieve excellence in serving Canadians and advising Ministers, both now and in the future.
Further to the alignment of roles and responsibilities through the horizontal strategic review, training and development activities previously carried out by the former Canada Public Service Agency (i.e.: assistant deputy minister forums and learning activities) will be transferred to the Canada School and the suite of offerings to assistant deputy ministers will be streamlined. The Canada School will also work with its government partners to renew the corporate leadership development programs at the manager level and above to ensure they meet the needs of Public Service Renewal.
Given the increased demand for leadership programs over the two-year period of 2006 to 2008, the Canada School must consolidate resources to ensure sustainable delivery. It will also be important to work with Treasury Board portfolio partners to consolidate the corporate leadership development continuum to ensure programs meet current and future needs.
In 2009-2010, the Canada School will continue to deliver leadership development programs designed to provide structured and comprehensive career development to high-potential public servants. As well, following a successful pilot project, the Canada School will implement iLeadership, which targets high performing individuals with strong leadership potential who aspire to move into entry-level management roles. With the implementation of iLeadership, full consolidation of the leadership continuum will be achieved, from front-line managers to senior leaders.
This work requires that the Canada School continue to develop in-house resources with detailed knowledge of the craft of government, as well as partnerships with universities to support research and program design.
Leadership Community Building
In 2009-2010, the Canada School will continue to provide leaders with opportunities to discuss issues and priorities of common interest in a safe forum, cultivate networks and share leading practices. Emphasis will be placed on building communities across the public service and advancing leadership through partnerships. Opportunities for cultivating networks will be provided through forums such as the Heads of Federal Agencies Learning Day, deputy minister seminars, assistant deputy minister (ADM) seminars and the ADM forum.
The Canada School will create an inventory of emerging management issues, leading-edge speakers and leading practices. These efforts will ensure that public service leaders are kept up-to-date on the latest techniques for collaborating and building management skills and achieving greater awareness of globalization pressures and opportunities. Strengthened relationships with academics and international partners will be required to advance knowledge, enhance program delivery, facilitate international programming and share leading practices.
The Canada School enhances the performance and effectiveness of the public service by integrating individual development of public servants with organization-focussed solutions for learning, change management and management innovation. It also documents and disseminates innovations and leading practices in public management, and provides public service organizations with advice and support regarding learning, change management and innovation in public sector management.
|Human Resources (FTEs) and Planned Spending ($ thousands)|
|FTEs||Planned Spending||FTEs||Planned Spending||FTEs||Planned Spending|
|Public service organizations have access to the tools and services to help them integrate learning, manage change and innovate.||The Canada School will track the number of organizations provided with Public Sector Management Innovation services.||The target is 25 departments and agencies.|
|Public service organizations integrate learning, manage change and innovate by adapting leading practices.||The Canada School will measure the degree of satisfaction of public service organizations with the Canada School’s Public Sector Management Innovation services.||The target is an 80% satisfaction rate|
Two initiatives support this program activity:
Organizational Learning Services
Client-focused service is a high priority for the Canada School. It is essential that the learning needs of government departments and agencies are met and that public servants are aware of the Canada School’s programs and services. The sharing of leading practices and proven public service solutions help public servants maintain the skills and tools required to manage change effectively.
The Canada School’s commitment to respond to departments’ and agencies’ unique learning needs has resulted in an increase in customized learning delivery. Additional support includes client outreach presentations, meetings with required training coordinators, as well as change management advice and transition services.
In 2009-2010, the Canada School will continue to provide learning advice and support to departments and agencies and assist them in achieving Public Service Renewal objectives. To do this, the Canada School will provide team-based solutions that integrate research on management innovations, individual development and organizational change management.
Departmental client relations will be enhanced through continued work with Regional Federal Councils and departments and agencies to identify regional and organizational learning needs. This will inform the Canada School’s priority setting process and review of its curricula. Opportunities for collaboration across organizations for added synergies in public service learning will be identified.
The Canada School will also continue to support change management and organizational development by focusing on standardizing solutions and leading practices and using advisors from the public service who have experienced specific challenges and issues. The partnership with the Canadian International Development Agency will be maintained to continue to provide organizational development solutions to other countries on a cost-recovery basis.
Innovative Management Practices
The current complex and rapidly changing environment, the Public Service Renewal focus on post-secondary recruitment, and graduates who are more skilled in public administration, necessitate that public service learning remain innovative, leading-edge and responsive.
The Canada School is a resource for departments, agencies and communities, supporting them in the acquisition and dissemination of leading-edge management practices. Acute management challenges can be addressed in part by integrating leading practices into learning across the Canada School. This will require the development of an agenda of leading practices related to emerging challenges.
During the next fiscal year, the Canada School will continue to support the development of communities of practice in the public service; promote leading practices that are aligned with Public Service Renewal activities, policy renewal and community development, as well as with the learning agenda of the Canada School; continue to strengthen partnerships with universities through conferences, seminars and interchanges; solidify gains in the leadership program; and complete the implementation of the Students Providing Aligned Research and Knowledge (SPARK) program. As part of a re-alignment under the horizontal strategic review, the Canada School will reduce and refocus its efforts related to the acquisition and dissemination of leading practices and the Deputy Minister University Champions and the Public Servant-in-Residence programs.
Internal Services are comprised of groups of related activities and resources that are administered to support the needs of programs and other corporate obligations of an organization. These groups are: Management and Oversight Services; Communications Services; Legal Services; Human Resources Management Services; Financial Management Services; Information Management Services; Information Technology Services; Real Property Services; Materiel Services; Acquisition Services; and Travel and Other Administrative Services. Internal Services include only those activities and resources that apply across an organization and not to those provided specifically to a program 3.
|Financial Resources ($ thousands)||Human Resources (FTEs)|
In 2009-2010, the Canada School will ensure ongoing use of innovative and client-focused marketing and promotional activities to inform clients of the programs, courses and services offered by the Canada School.
Implementation and monitoring of the new governance structure will continue. This structure was formalized in 2008-2009 to support effective decision-making, policy development, strategic management and integration across the Canada School. Ongoing support is provided to the Minister and the Canada School’s Board of Governors, including the organization of at least two meetings of the Board of Governors each year.
There will be ongoing efforts to further strengthen integrated planning and alignment of financial, human resources, operational activities and risk management with performance objectives and the Program Activity Architecture. Processes supporting the Management Accountability Framework and the related Performance Measurement Framework will continue to be improved and communicated. Work will also continue to improve corporate reporting documents, such as the Report on Plans and Priorities and the Departmental Performance Report, and relationships with TBS analysts will be further strengthened to ensure timely and effective consultations.
The updated Corporate Risk Profile will be implemented with the related updated action plans. Monitoring and enhancement of the internal audit function will continue to ensure compliance with the Treasury Board Internal Audit Policy,and the Canada School Evaluation Plan will be updated to reflect the requirements of the new Treasury Board Evaluation Policy and ensure that results from evaluations inform management decision-making.
The updated intranet site launched in 2008-2009 will be enhanced to support employees in their work by providing key tools and resources, and to build understanding of the Canada School’s role in supporting public service learning.
The Canada School will automate its costing model to ensure consistent costing of products and services, and will better integrate the model with the business planning process. The Canada School will also implement the financial systems support hosting partnership with another SAP (financial system) government department to provide the Canada School with improved system functionality, streamlined processes and improved reporting to support decision-making.
Approximately one-third of the Canada School’s budget is expended through contracts. A competitive process is used for approximately 90 percent of the Canada School’s purchasing volume in terms of dollars, or approximately 75 percent of all contracts. To maintain the high level of integrity of the contracting process, the internal Contract Review Committee will examine those contracts that may present significant risks based on established criteria and consider ways to better use contract resources for high priorities.
Timely staffing is essential to address the ongoing need for qualified instructors, facilitators and subject matter experts. Innovative human resources tools and practices will be introduced to expedite staffing, retain the workforce and reduce the administrative burden. Action plans will be developed to address issues raised through both internal employee surveys and the Public Service Employee Survey, and performance against these action plans will be monitored to ensure that progress is achieved. There will be ongoing promotion of the Office of the Ombudsman for corporate leadership and expertise in alternate dispute resolution and informal conflict resolution management.
Over the next fiscal year, technology will be leveraged to improve the Canada School’s infrastructure and its ability to respond rapidly to change. Implementation of the ILMS will begin in order to ensure key functionality essential to the Canada School’s mandate. The Records, Document and Information Management System (RDIMS) will be implemented, building on the successful pilot project undertaken in 2008-2009. Also, the Information Technology Shared Services arrangement will continue.
Management of accommodations requirements for additional office and classroom space will be managed through fit-up, investments and moves in existing facilities. Short-term solutions will be identified for dealing with immediate space pressures while working on a consolidated plan for the National Capital Region.