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The Honourable Vic Toews
President of the Treasury Board
I am pleased to present the Departmental Performance Report for the Canada School of Public Service (the School) for 2006-07.
This government is committed to rebuilding the trust of Canadians in their government. Ensuring a federal government and federal Public Service that is effective and accountable is an ongoing priority. Through its work in developing an integrated approach to learning, training and development in the Public Service, the School is contributing to building a highly skilled, well trained and professional Public Service workforce.
The School is the common learning provider for the federal government, serving the learning and leadership needs of public servants across Canada. By supporting employee development, providing leadership development for the Public Service, accelerating knowledge transfer on best practices in public sector management, and through its responsibilities for organizational learning, the School directly supports Public Service Renewal. It also contributes to instilling a shared sense of values and accountability among all public servants, in particular through the delivery of Required Training, under the terms of the Treasury Board Policy on Learning, Training and Development (January 2006).
The 2006-07 fiscal year was marked by important achievements at the School, most notably in the area of Required Training. With the implementation of its new programs and the ongoing review of existing courses, the School ensures that its learning activities are relevant and accessible, and that they support Public Service management priorities.
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The Honourable Vic Toews
President of the Treasury Board
I submit for tabling in Parliament, the 2006–2007 Departmental Performance Report 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 2006–2007 Estimates: Reports on Plans and Priorities and Departmental Performance Reports:
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______________________________ |
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Ruth Dantzer President and Chief Executive Officer Canada School of Public Service |
Learning is essential in 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 know-how are the foundations of an accountable, responsive, and innovative 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 Canada and Canadians.
By ensuring public servants have timely and affordable access to the learning that they need, the School contributes to building and maintaining a modern, high quality, well managed and professional Public Service and achieves its legislative mandate to:
2006–2007 | ||
Planned Spending | Total Authorities | Actual Spending |
$109,124 | $136,100 | $113,037 |
2006–2007 | ||
Planned | Actual | Difference |
930 | 966 | 36 |
1The increase from Planned Spending to Total Authorities is mainly due to increase in revenues, revenue carry forward, operating budget carry forward and compensation for salary adjustments. The difference between Total Authorities and Actual Spending is made up of revenues to be carried forward to fiscal year 2007-2008 according to section 18(2) of the Canada School of Public Service Act and lapses in the normal course of business. See Financial Tables, starting on page 26, for more details.
Strategic Outcome: Public servants have the common knowledge and leadership and management competencies required to effectively serve Canada and Canadians | ||||
Priority | Expected Result | Performance Status | Planned Spending ($ thousands) |
Actual Spending ($ thousands) |
Strengthen capacity of public servants to meet the Employer’s knowledge standards: Required Training:
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Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment |
Exceeded expectations |
$28,887 |
$26,034 |
Public Sector management and professional foundations are built and sustained through targeted learning: Develop a Functional Communities Strategy |
Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment |
Successfully met |
$16,443 |
$19,906 |
Facilitate Official Languages capacity: Promote a new model for Language Training |
Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment |
Exceeded expectations |
$33,776 |
$30,962 |
Systemic development of high potential public servants: Develop accelerated leadership development programs |
Public Service has strong leaders delivering results for Canadians |
Successfully met |
$5,436 |
$9,504 |
Enhance capacity of organizations: Departmental client relations |
Public Service innovates to achieve excellence in delivering results for Canadians |
Successfully met |
$5,849 |
$6,051 |
Knowledge on innovative management practices and emerging issues is transferred: Identify and transfer innovative practices |
Public Service innovates to achieve excellence in delivering results for Canadians |
In progress |
$9,261 |
$10,234 |
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:
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.
On January 1st 2006, the Treasury Board Policy on Learning, Training and Development (the Policy) 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.
To deliver on the Policy, the School developed and implemented new programs in the areas of Required Training. Orientation to the Public Service, Authority Delegation Training, and Functional Community training, along with other learning activities such as leadership development, research on innovative public sector management and the promotion of the new model for language training, all contribute to ensuring that:
Under the whole-of-government framework, the Canada School of Public Service is a federal organization that contributes to all Government of Canada outcomes by providing learning services and support to all departments and agencies.
The School’s priorities contribute to ensuring the accountability, professionalism and bilingualism of the federal Public Service. It accomplishes this through its activities that support:
Public servants have the common knowledge, and leadership and management competencies required to effectively serve Canada and Canadians |
The School’s single strategic outcome is supported by three program activities, detailed below:
Program Activity:Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment |
2006–2007 |
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Planned Spending |
Authorities |
Actual Spending |
$79,106 |
$92,589 |
$76,902 |
2006–2007 |
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Planned |
Actual |
Difference |
701 |
725 |
24 |
Providing public servants with learning activities aligned with Public Service management priorities and contributing to a professional and effective Public Service.
This Program Activity is supported by three key sub-activities:
Each sub-activity is detailed below.
Key Program Sub-Activity: Strengthen capacity of public servants to meet the employer’s knowledge standards |
Building individual capacity based on consistent standards for learning and performance across the Public Service.
($ thousands) |
Planned Spending | Authorities | Actual Spending |
$28,887 |
$31,008 |
$26,034 |
Orientation to the Public Service Program
The federal government’s Orientation to the Public Service program contributes to fostering a sense of Public Service identity by introducing new employees to a common culture based on a core set of values and ethics, an inclusive workplace and an organizational structure. The program is premised on best practices used in the private and public sectors to improve awareness of organizational values and ethics and instil employee accountability. It provides a unique opportunity to engage new public servants at the entry point of their careers and to provide them with key messages and learning with respect to their role as public servants in realizing the priorities of the Government of Canada.
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As part of the Required Training courses, the program was rolled-out in 2006-07. Two-day sessions of the course were provided to more than 4,160 new public servants across Canada, including two regional pilots in Halifax and Vancouver. Participant satisfaction and feedback was very positive in post-participation surveys. Testing of students before and after taking the Orientation demonstrated appreciable knowledge gains in the key areas of how government works and Public Service Values and Ethics.
Authority Delegation Assessment
In 2006-07, more than 26,120 managers at all levels took the Authority Delegation online Assessment on Campusdirect to validate their knowledge of the employer’s knowledge standards in the areas of human resources, finance, procurement and information management. This represented a significant achievement for the School, as more managers than anticipated completed the online assessment, including approximately 5,000 in departments and agencies not subject to the Policy on Learning, Training and Development. Work with departmental learning coordinators was ongoing to ensure that all targeted employees were identified and registered, and systems were constantly monitored to provide public servants with efficient service. Now, for the first time, the public service has demonstrative evidence that all managers have the knowledge necessary on their delegated authorities and related policies.
The online assessment instrument was developed and completed at the beginning of the reporting period using an internationally recognized methodology to validate questions (Angoff process). It will be updated on a regular basis, in collaboration with the Canada Public Service Agency (CPSA), to reflect the Employer’s Knowledge Standards and ongoing policy modifications.
Authority Delegation Training
The outcome of Authority Delegation Training (ADT) is the acquisition of the fundamental knowledge and skills to meet legal requirements, exercise authority delegation competently and, understand corporate policies and priorities. The learning program provides all managers with the mandatory training necessary to execute their delegated authorities in finance, human resources, information management and procurement in compliance with the relevant legislation.
Classroom-based ADT was rolled-out in 2006-07 and was delivered to more than 2,875 managers, from supervisor to Assistant Deputy Minister level. Evaluation ratings (post-participation survey) were very positive, with an average 91% satisfaction rate. In addition, managers were able to access online courses in the subject-matter area through Campusdirect.
Campusdirect
As the online campus of the School, Campusdirect provides public service employees with free access to its 350-plus English and French e-learning products. Campusdirect is a key means of addressing the common learning needs of public servants and provides them with easy access to a wide variety of learning products. In 2006-07, there were 103,000 public servants registered on Campusdirect, with an active population of 47,000 (public servants who accessed one or more on-line courses over the past 12 months). Campusdirect is also the portal for language learning products, providing public servants with tools for language retention and maintenance, as well as targeted exercises for preparing for language testing.
Key Program Sub-Activity: Public sector management and professional foundations are built and sustained through targeted learning |
Providing functional specialists with the acquisition and maintenance of knowledge, skills and competencies related to their level and functions.
($ thousands) |
Planned Spending | Authorities | Actual Spending |
$16,443 |
$25,483 |
$19,906 |
Functional communities are identified and strengthened through specialized learning
Professional training aims to ensure that public servants in specialized functions such as finance; human resources; information management; and procurement, materiel management and real property (PMMRP) acquire the fundamental knowledge and skills needed to perform their job competently. To build the capacity of functional community members to perform their current job, meet the challenge of the next one, and lead change, the School developed a policy approach on functional communities that identifies business development priorities and provides guidelines for the establishment of relationships with major and emerging communities.
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The communities of Information Management (IM) and Procurement, Material Management and Real Property (PMMRP) have been an early focus of this approach with base funding to support the implementation of the newly developed curricula. Training offered in 2006-07 reached some 2,850 functional specialists, the majority of which were in the IM and PMMRP communities.
Other curricula developments were initiated, including with the HR community, classification advisors (in partnership with the Canada Public Service Agency), compensation advisors, the Finance community, and Federal Regulators.
The School has also worked to develop a blended learning approach, combining classroom and online learning tools. A total of seven of these products were developed and delivered to support professionalism, accountability and leadership development topics. A blended learning product for the Orientation program will be launched in the fall of 2007. A three-year pilot project for supporting learning within communities of practice was also launched in the Quebec region.
To ensure the relevance of its general learning products, the School continuously updates existing courses. Its library of general professional development courses is composed of 140 classroom courses, of which 25 were completely reviewed during the fiscal year. In addition, 13 new courses were developed to meet new and emerging priority areas. Overall, 12,276 learners attended the School’s general professional & management development courses in over 695 offerings across the country during the reporting period.
Key Program Sub-Activity: Facilitate Official Languages capacity |
Facilitating a coordinated approach to Official Languages capacity to ensure the Public Service maintains a bilingual capacity, recognizing that a second official language is acquired and maintained through lifelong learning.
($ thousands) |
Planned Spending | Authorities | Actual Spending |
$33,776 |
$36,098 |
$30,962 |
A new model for language training
The outcome of this program is to effectively and efficiently provide access to language training for public servants. Based on an extensive review of the language training model in the Public Service by a group of Assistant Deputy Ministers (ADMs), the School has re-tooled the way it approaches language training. With a new language training model to be implemented on April 1, 2007, the 2006-07 fiscal year was one of transition for the School. Significant planning for the transition to the new model led to the development and gradual implementation of procedures, processes, service standards and tools for quality assurance, as well as a Master Standing Offer process, in collaboration with Public Works and Government Services Canada, to ensure the availability of external qualified language training providers.
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Blended learning approaches were further developed, and the catalogue of language training e-learning products was extended through Campusdirect. Over 30 online language training products were made available, and new products launched focussed mainly on proficiency maintenance, self-assessment and self-evaluation. In fact, 33% of the overall course registration on Campusdirect was for language training products. The School also continues to provide blended language training online for use by its teachers in other government departments, and with some external service delivery organizations where a formal agreement is in place.
The School has been providing regular and ongoing progress reports on the implementation of the new language training model to the Minister, Deputy Ministers, Heads of HR, Federal Councils, Unions and employees. An evaluation of the implementation of the new model is scheduled for 2009-10.
Training under the Action Plan for Official Languages (APLO) was ramped-up during the reporting period. A total of 617 students were trained with an overall success rate (students fulfilling statutory requirements) of 96%. The waiting list was reduced from more than 1,200 individuals in 2005-06 to 85 in 2006-07. This reduction is due to two factors: a moratorium imposed on the waiting list to provide a transition period towards the new model; and a training validation exercise that led to individuals being removed from the list due to a reassessment of their training requirements.
Program Activity:Public service has strong leaders delivering results for Canadians |
2006–2007 |
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Planned Spending |
Authorities |
Actual Spending |
$14,908 |
$24,310 |
$19,850 |
2006–2007 |
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Planned |
Actual |
Difference |
114 |
132 |
18 |
Renewing the Public Service by building strong leadership competencies for existing and emerging managers.
Three distinct sub-activities support this Program Activity:
Following below are details on each of these three sub-activities.
Key Program Sub-Activity: Learning opportunities are accessible to enable public servants to become better leaders |
Ensuring that current and future leaders have the leadership competencies to deliver results and lead change.
($ thousands) |
Planned Spending | Authorities | Actual Spending |
$7,053 |
$8,275 |
$7,057 |
The development of leadership competencies for managers, executives and senior leaders
The School has provided managers, executives and senior leaders with the tools and opportunities to develop, share and apply the knowledge, expertise and leadership qualities needed to be effective public sector leaders. Some 64 courses were provided to 4,650 learners (of which more than 725 were outside the National Capital Region), including courses for senior leaders, leadership competencies courses, leadership foundations and the educational components of career development programs (Management Trainee Program, Career Assignment Program and the Accelerated Executive Development Program). Course feedback indicated a 91% average satisfaction rate over the 64 courses.
In addition, new courses, learning events and tools related to leadership development were designed and developed, including:
Training for senior leaders was developed specifically for Heads of Federal Agency, to provide them with key leadership and management information and knowledge, and Chiefs of Staff (political personnel) to broaden their understanding of key responsibilities and accountabilities.
The School’s learning activities in the areas of leadership development are continuously updated. In 2006-07, a focus has been on global leadership development, including scanning on global mindset indicators and developmental practices. Furthermore, the “Understanding the World and the Future” theme was the basis for several events in support of strategically increasing public servants global awareness, reaching more than 500 public servants over the reporting period.
In collaboration with counterpart organizations in Australia, New Zealand and the United Kingdom, the School is developing the Leadership Across Borders Program, designed to develop public-sector leaders with a broader perspective on global issues and challenges under the Westminster model of governance. This initiative, sponsored by the respective Cabinet Secretaries, will be implemented in 2008. Sessions were organized between Canada and Sweden (“Canada-Sweden International Executive Leading for Results”) and between Canada and Ireland (“Canada-Ireland International Executive Leadership and Reflection and Action”) to further enhance peer sharing and strategic networks.
Key Program Sub-Activity: Systemic development of high potential public servants |
Providing structured and comprehensive career development learning programs to high potential public servants that support succession planning at the corporate and government-wide level.
($ thousands) |
Planned Spending | Authorities | Actual Spending |
$5,436 |
$12,186 |
$9,504 |
The major commitments for 2006-07 in this area are related to delivery of the educational components of career development programs, development of a new leadership program and implementation of Master Standing Offers for some of these programs.
The School delivered the educational components of career development programs, including the Career Assignment Program (CAP), the Management Trainee Program (MTP) and the Accelerated Executive Development Program (AEXDP) to 596 learners who reported an overall 90% satisfaction rate.
A new leadership program, the Advanced Leadership Program (ALP), was developed as planned based on best practices in executive education and leadership development. The program aims to develop Assistant Deputy Ministers and high-potential Directors General and prepare them to occupy top positions. In 2006-07, the program was planned and designed for delivery; launching is scheduled for 2007-08 and full implementation should occur in 2008-09.
To facilitate the provision of leadership development programs and services by accredited suppliers, Master Standing Offers (MSOs) were implemented for six courses. Design of two further MSOs was also begun in 2006-07.
Key Program Sub-Activity: Developing leaders with stronger contextual knowledge |
Providing organizations and their leaders with leading-edge knowledge on trends and issues of strategic importance to the Public Service, with smart practices in public management and innovative solutions to common management problems, and encouraging the adoption and application of this knowledge in the pursuit of excellence.
($ thousands) |
Planned Spending | Authorities | Actual Spending |
$2,419 |
$3,849 |
$3,289 |
This program area is designed to provide senior leaders with access to knowledge on global issues and innovations in global governance. To guide its work in this area, the School started developing an International Strategy; implementation and formative assessment will proceed in 2007-2008.
To strengthen the capacity of the Canadian Public Service to operate in a global context and enhance leadership competencies, the School built on its relationships with both the UK National School of Government and the U.S. Federal Executive Institute. As part of this partnership, the School designed and developed a course on Canada-US engagement activities entitled How Washington Really Works. This highly successful workshop was delivered in a pilot session to 25 federal senior executives in Ottawa, Charlottesville and Washington.
The School also participated in the Global Engagement Network (GEN), a Dutch international consortium of public sector learning institutes focused on global public sector leadership and innovations in global governance. As part of GEN, the School was active in the development of a program framework for service leaders in the area of global leadership development.
The School was also an active participant in the Commonwealth Association for Public Administration and Management (CAPAM) for the purposes of building and maintaining partnerships between governments in mutually sharing public management good practices and relevant knowledge with foreign delegations, senior overseas representatives and Canadian public servants.
Program Activity:Public service organizations innovate to achieve excellence in delivering results for Canadians |
2006–2007 |
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Planned Spending |
Authorities |
Actual Spending |
$15,110 |
$19,201 |
$16,285 |
2006–2007 |
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Planned |
Actual |
Difference |
115 |
109 |
6 |
Enhance the performance and effectiveness of the Public Service by documenting and transferring innovations and best practices in public management.
The above Program Activity is supported by two key sub-activities:
These sub-activities are described below.
Key Program Sub-Activity: Enhance capacity of organizations |
Providing a focal point for engaging organizations in aligning their learning agenda with departmental priorities in order to improve their performance.
($ thousands) |
Planned Spending | Authorities | Actual Spending |
$5,849 |
$7,086 |
$6,051 |
Departmental Client Relations
Departmental client relations provides departments with a single window into the School to assist them in identifying their organizations’ learning needs and accessing the full range of the School’s expertise and programming to meet those needs.
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The School introduced the concept of the departmental client relations function in 2005-06. Capacity was built in 2006-07, when a rapport was established with 34 departments and agencies, small agency networks, Federal Regional Councils, and key interdepartmental fora (e.g. HR Council, Heads of Learning Forum). These relationships enhanced a two-way information flow between the School and departmental clients, and facilitated access to the School’s programming. They are key avenues for communications, promotion, as well as identification of client needs and feedback in support of the School’s business planning.
In addition, the School provided support to departments and agencies in the challenging first year of implementation of the Policy on Learning, Training and Development. This was done through regular information sessions and individualized support.
Effectiveness of organizations in strengthened
This program area provides senior leaders and executives with expert advice and support on using organizational learning and development to address business challenges and priorities, adopt smart practices and improve the performance of their departments and agencies.
In 2006-07, the School put in place the tools required to offer expanded services to organizations facing transformational challenges. Building on the lessons learned from the Public Service Modernization Act (PSMA) activities, contact with several management teams was initiated to help them address their department-specific challenges (e.g. Human Resources and Social Development, Justice, Public Works and Government Services, the Small Agencies Network, Service Canada). In addition to those relationships, partnerships were initiated with the Transformation Alignment Office of Treasury Board and with the Canada Public Service Agency, both responsible for government-wide transformations. The School also researched and developed methodologies and tools designed to assist public sector transformations.
Key Program Sub-Activity: Knowledge on innovative management practices and current issues is transferred |
The domestic and global environments are scanned, important trends and issues in public management are analyzed and awareness and understanding of them is built in the Public Service.
($ thousands) |
Planned Spending | Authorities | Actual Spending |
$9,261 |
$12,115 |
$10,234 |
Ensuring greater understanding of emerging issues and supporting the adoption of innovative practices
Through research activities, the School’s programming is informed by state-of-the-art management practices and emerging issues related to current public sector management priorities. The aim is to identify smart and innovative practices and to develop strategies for transferring that knowledge.
A scanning system was put in place to align the School’s work with public service management priorities. This includes a review of key publications, consultations with central agencies and subject-matter experts at the School, and the conduct of targeted scans on some priority issues to identify leading organizations, speakers, best practices and tools.
During the reporting period, the work on innovative management has focused mainly on accountability, leadership, and human resources management. In the area of accountability, a series of events were held and a research paper was produced on Accounting Officers, a new notion introduced by the Federal Accountability Act. In the area of human resources management, the School undertook research on collective staffing, the Public Service Staffing Tribunal and integrated planning, which led to the delivery of pilot seminars for director generals on the topic of integration. Further work in this area will take place in 2007-08.
In the area of leadership, the School developed a research-based learning product to help executives and middle managers learn more about the implementation of the Management Accountability Framework (MAF). A new “smart-practice action dialogue” method was developed and provides participants with problem-solving dialogue sessions based on smart-practices research and the discipline of information design (using words and pictures to communicate more effectively). This method, for now used in the MAF context, can be inserted into School courses, events and other types of learning activities in a plug-and-play fashion. Furthermore, leadership was front and centre in the identification and development of innovative practices and case studies, which were used in the How Washington Really Works course.
While work on innovative management practices has been significant in 2006-07, the year remained one of capacity building for the group. Methodologies were developed, research was undertaken on various topics, and learning sessions were piloted, paving the way for full implementation in 2007-08. It is expected that more products as well as a clear process for integrating knowledge on innovation and smart practices into the School’s programming will be developed in the next year.
Several learning activities were delivered for public servants, senior leaders and executives, amongst which were:
In 2006-07, the School also began to reposition its university-related initiatives and made significant progress to building a stronger relationship with the academic sector. Key events with academics were held (e.g. the University Seminar and the Canada School of Public Service – Canadian Association of Programs in Public Administration Symposium), public servants were offered developmental placements in universities (seven executive were in residence in Canadian universities). In addition, two fellows were appointed to the School to advance knowledge on Canada-US relations and the Federal Accountability Act. The Deputy Minister University Champion Program grew in size – from eight to eleven champions – and scope, with champions now representing the entire university in which their program resides, instead of only public administration/management departments. Collectively, these activities contributed to identifying and transferring knowledge on emerging issues and smart practices in public management.
Through its Innovative Public Management Research Fund, five contributions were granted during the reporting period to support the development, management and dissemination of leading-edge knowledge relevant to the School’s mandate, in particular to accelerate the adoption of innovative public management practices in the Government of Canada. New Terms of Reference were drafted, along with a new Applicant Guide to facilitate the process and ensure its relevance and value-for-money.
The School is a departmental corporation whose legislative mandate flows from the Canada School of Public Service Act (the former CCMD Act, as amended by the Public Service Modernization Act).
The School’s Strategic Outcome – Public servants have the common knowledge and leadership and management competencies required to effectively serve Canada and Canadians – is supported by three program activities:
The School’s organizational structure is loosely aligned with the Program Activity Architecture and includes
The figure below highlights the elements of the organization:
Individual Learning |
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Organizational Leadership and Innovation |
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Registrar |
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Planning, Governance & Communications |
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Corporate Services |
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Human Resources |
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The School has implemented a systematic governance model. It includes:
The School is a departmental corporation whose legislative mandate flows from the Canada School of Public Service Act. The School’s most significant flexibilities, as a departmental corporation, are:
For additional information see:
http://www.myschool–monecole.gc.ca/about/gov_struc_e.html.
This table offers a comparison of the Main Estimates, Planned Spending, Total Authorities, and Actual Spending for the most recently completed fiscal year, as well as historical figures for Actual Spending.
The $2.1million decrease in 2006–2007 from Main Estimates ($111.2M) to Planned Spending ($109.1M) is the result of reductions related to funding for Learning in the Public Sector and the expenditure review on procurement.
The $27 million increase in 2006–2007 from Planned Spending ($109.1M) to Total Authorities ($136.1M) is mainly due to:
Increase in revenues |
$12.6M |
The $23.1 million difference in 2006–2007 between Total Authorities ($136.1M) and Actual Spending ($113M) is made up of: revenues to be carried forward to fiscal year 2007–2008 according to section 18(2) of the Canada School of Public Service Act; and lapses in the normal course of business.
The $12.6 million increase in spending from 2005–2006 ($100.4M) to 2006–2007 ($113M) can be accounted for by: an increase in the level of funding for Learning in the Public Sector; and a decrease due to the end of funding for the Public Service Modernization Act.
The $21 million increase in spending from 2004–2005 ($79.4M) to 2005–2006 ($100.4M) is mainly due to new funding for Learning in the Public Sector and the Public Service Modernization Act, as well as compensation for salary adjustments.
($ thousands) | 2004–05 Actual |
2005–06 Actual |
2006–07 | |||
Main Estimates |
Planned Spending |
Total Authorities |
Total Actuals | |||
New Program Activities | ||||||
Public Servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment | 79,106 | 92,590 | 76,902 | |||
Public Service has strong leaders delivering results for Canadians | 14,908 | 24,309 | 19,850 | |||
Public Service organizations innovate to achieve excellence in delivering results for Canadians | 15,110 | 19,201 | 16,285 | |||
Old Program Activities | ||||||
Develop, Manage, Disseminate of Knowledge Products | 8,851 | 16,564 | 16,949 | Note 1 | Note 1 | Note 1 |
Manage the Provision of Learning Services | 70,597 | 83,787 | 94,236 | Note 1 | Note 1 | Note 1 |
Total | 79,448 | 100,351 | 111,185 | 109,124 | 136,100 | 113,037 |
Less: Non–respendable revenue (note 2) | (12,000) | (6,143) | N/A | N/A | (480) | N/A |
Less: Respendable revenue (pursuant to section 18(2) of the CSPS act) (note 2) | (11,496) | (19,474) | (20,000) | (20,000) | (42,341) | (26,750) |
Plus: Cost of services received without charge (3) | 7,256 | 12,024 | N/A | 12,568 | N/A | 12,648 |
Total Departmental Spending | 63,208 | 86,758 | 91,185 | 101,692 | 93,279 | 98,935 |
Full–time Equivalents | 732.6 | 844.0 | N/A | 930.0 | N/A | 966.0 |
(1) Adjustments have been made to the program activity architecture for the Canada School of Public Service due to a change in focus of its mandate. As a result, the program activity Develop, Manage, Disseminate Knowledge Products and the program activity Manage the Provision of Learning Services have been replaced with three new program activities which better reflect the business model of the School. (see Table 2: Crosswalk)
(2) Table 5 contains further details on respendable and non–respendable revenues.
(3) Table 4 contains further details on Cost of services received without charge
Adjustments have been made to the program activity architecture for the Canada School of Public Service due to a change in focus of its mandate. As a result, the program activity Develop, Manage, Disseminate Knowledge Products and the program activity Manage the Provision of Learning Services have been replaced with three new program activities which better reflect the business model of the School.
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 | Total |
2006–2007 Main Estimates ($ thousands) | ||||
Develop, Manage and Disseminate Knowledge Products | 7,410 | 2,419 | 7,120 | 16,949 |
Manage the Provision of Learning Services |
73,677 | 12,529 | 8,030 | 94,236 |
Total | 81,087 | 14,948 | 15,150 | 111,185 |
The following table provides information on how resources are used for the most recently completed fiscal year.
($ thousands)
2006–07 | |||||
Program Activity |
Budgetary | ||||
Operating | Contributions and Other Transfer Payments | Total: Gross Budgetary Expenditures | Less: Respendable Revenue |
Total: Net Budgetary Expenditures |
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Public Servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment | |||||
Main Estimates | 81,087 | 81,087 | (10,233) | 70,854 | |
Planned Spending | 79,106 | 79,106 | (10,233) | 68,873 | |
Total Authorities | 92,590 | 92,590 | (30,268) | 62,322 | |
Actual Spending | 76,902 | 76,902 | (19,123 | 57,779 | |
Public Service has strong leaders delivering results for Canadians | |||||
Main Estimates | 14,948 | 14,948 | (4,731) | 10,217 | |
Planned Spending | 14,908 | 14,908 | (4,731) | 10,177 | |
Total Authorities |
24,309 | 24,309 | (8,328) | 15,981 | |
Actual Spending |
19,850 | 19,850 | (5,261) | 14,589 | |
Public Service organizations innovate to achieve excellence in delivering results for Canadians |
|||||
Main Estimates |
14,850 | 300 | 15,150 | (5,036) | 10,114 |
Planned Spending |
14,810 | 300 | 15,110 | (5,036) | 10,074 |
Total Authorities |
18,885 | 316 | 19,201 | (3,745) | 15,456 |
Actual Spending |
15,969 | 316 | 16,285 | (2,366) | 13,919 |
Total |
|||||
Main Estimates |
110,885 | 300 | 111,185 | (20,000) | 91,185 |
Planned Spending |
108,824 | 300 | 109,124 | (20,000) | 89,124 |
Total Authorities |
135,784 | 316 | 136,100 | (42,341) | 93,759 |
Actual Spending |
112,721 | 316 | 113,037 | (26,750) | 86,287 |
This table primarily replicates the summary table listed in the Main Estimates. Resources are presented to Parliament in this format. Parliament approves the voted funding and the statutory information is provided for information purposes
($ thousands)
Vote or Statutory Item |
Truncated Vote or Statutory Wording |
2006–07 | |||
Main Estimates |
Planned Spending (1) |
Total Authorities (2) |
Total Actuals (3) | ||
25 |
Operating expenditures |
84,641 | 82,580 | 85,098 | 77,626 |
(S) |
Contributions to employee benefit plans |
6,544 | 6,544 | 8,642 | 8,642 |
(S) |
Spending of revenues |
20,000 | 20,000 | 42,341 | 26,750 |
(S) |
Spending of proceeds from the disposal of surplus Crown assets |
– | – | 19 | 19 |
Total |
111,185 | 109,124 | 136,100 | 113,037 |
(1) Planned Spending is from the 2006–2007 Report on Plans and Priorities
(RPP)
(2) The Total Authorities refers to the total spending authorities received during this fiscal year (i.e. through Main Estimates, Supplementary Estimates, Statutory Authorities)
(3) The Total Actuals can be found in the 2006–2007 Public Accounts
(S) Indicates expenditures the Department is required to make that do not require an appropriation act
($ thousands) | 2006–07 Actual Spending |
Accommodation Provided by Public Works and Government Services Canada | 8,499 |
Contributions covering the employer’s share of employees’ insurance premiums and expenditures paid by the Treasury Board of Canada Secretariat (excluding revolving funds); employer’s contribution to employees’ insured benefits plans and associated expenditures paid by the Treasury Board of Canada Secretariat | 4,419 |
Total 2006–07 Services received without charge | 12,648 |
Respendable Revenue:
Planned Revenues are those forecasted to be collected at the time of the publication of the 2006–2007 Report on Plans and Priorities. Total Authorities are the revenues collected in 2006–2007 plus the carry forward of collected revenues in 2005–2006 pursuant to section 18(2) of the Canada School of Public Service Act. The
Actuals are the level of revenues expended in 2006–2007. The $15.6 million variance between Total Authorities and the Actuals will be carried forward to year two (i.e. 2007–2008)
Non–Respendable Revenue:
The Actuals reflected for 2004–2005 and 2005–06 are based on the previous Canadian Centre for Management Development
(CCMD) non–respendable revenue forecasts. The Total Authorities in 2006–07 are revenues collected which are not eligible to be respent by the School.
($ thousands) | Actual 2004–05 |
Actual 2005–06 |
2006–07 | |||
Main Estimates |
Planned Revenue |
Total Authorities |
Actual |
|||
Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment | 10,233 | 30,268 | 19,123 | |||
Public Service has strong leaders delivering results for Canadians | 4,731 | 8,328 | 5,261 | |||
Public Service organizations innovate to achieve excellence in delivering results for Canadians | 5,036 | 3,745 | 2,366 | |||
Develop, Manage, Disseminate Knowledge Products | 1,069 | 3,093 | 1,592 | |||
Manage the Provision of Learning Services | 10,427 | 16,381 | 18,408 | |||
Total Respendable Revenue | 11,496 | 19,474 | 20,000 | 20,000 | 42,341 | 26,750 |
($ thousands) |
Actual 2004–05 |
Actual 2005–06 |
2006–07 | |||
Main Estimates |
Planned Revenue |
Total Authorities |
Actual |
|||
Canada School of Public Service | 12,000 | 6,143 | N/A | N/A | 480 | N/A |
Total Non–respendable Revenue | 12,000 | 6,143 | N/A | N/A | 480 | N/A |
($ thousands)
2006–07 | ||||
Branch | 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 | Total |
President’s Office | ||||
Planned Spending | 402 | 43 | 98 | 543 |
Actual Spending | 732 | 171 | 80 | 983 |
Corporate Services | ||||
Planned Spending | 11,731 | 1,106 | 988 | 13,825 |
Actual Spending | 11,003 | 6,210 | 459 | 17,672 |
Human Resources | ||||
Planned Spending | 2,128 | 230 | 518 | 2,876 |
Actual Spending | 3,173 | 741 | 345 | 4,259 |
Planning, Governance & Communications | ||||
Planned Spending | 8,228 | 890 | 2,001 | 11,119 |
Actual Spending | 2,763 | 542 | 3,237 | 6,542 |
Individual Learning | ||||
Planned Spending | 45,907 | 2,034 | 652 | 48,593 |
Actual Spending | 44,108 | 4,721 | 664 | 49,493 |
Organizational Leadership & Innovation | ||||
Planned Spending | 1,303 | 10,605 | 5,692 | 17,600 |
Actual Spending | 76 | 7,465 | 3,604 | 11,145 |
Registrar and Regional Operations | ||||
Planned Spending | 9,406 | 5,162 | 14,568 | |
Actual Spending | 15,048 | 7,895 | 22,943 | |
Total | ||||
Planned Spending | 79,105 | 14,908 | 15,111 | 109,124 |
Actual Spending | 76,903 | 19,850 | 16,284 | 113,037 |
User Fee | Fee Type | Fee–setting Authority |
Date Last Modified |
2006–2007 | Planning Years | ||||||
Forecast Revenue $0 |
Actual Revenue $0 |
Full Cost $0 |
Performance Standard | Performance Results | Fiscal Year | Forecast Revenue $0 |
Estimated Full Cost $0 |
||||
Fees charged for the processing of access requests filed under the Access to Information Act (ATIA) |
Other products and services (O) |
Access to Information Act | 1992 | 0.20 | 0.19 | 70.08 | Response provided within 30 days following receipt of request; the response time may be extended pursuant to section 9 of the ATIA. Notice of extension to be sent within 30 days after receipt of request | 30 day processing standard met | 2007–2008 2008–2009 2009–2010 |
0.25 0.25 0.25 |
70.08 |
Responsibility for the integrity and objectivity of the accompanying financial statements for the year ended March 31, 2007 and all information contained in these statements rests with the management of the Canada School of Public Service ("the School"). These financial statements have been prepared by management in accordance with Treasury Board accounting policies which are consistent with Canadian generally accepted accounting principles for the public sector.
Management is responsible for the integrity and objectivity of information in these financial statements. Some of the information in the financial statements is based on management’s best estimates and judgement and gives due consideration to materiality. To fulfil its accounting and reporting responsibilities, management maintains a set of accounts that provides a centralized record of the School’s financial transactions. Financial information submitted to the Public Accounts of Canada and included in the School’s Departmental Performance Report is consistent with these financial statements.
Management maintains a system of financial management and internal control designed to provide reasonable assurance that financial information is reliable, that assets are safeguarded and that transactions are in accordance with the Financial Administration Act and the Canada School of Public Service Act, are executed in accordance with prescribed regulations, within Parliamentary authorities, and are properly recorded to maintain accountability of Government funds. Management also seeks to ensure the objectivity and integrity of data in its financial statements by careful selection, training and development of qualified staff, by organizational arrangements that provide appropriate divisions of responsibility, and by communication programs aimed at ensuring that regulations, policies, standards and managerial authorities are understood throughout the department.
The financial statements of the School have not been audited.
________________________ | ________________________ | |
Jamie Tibbetts Senior Financial Officer |
Ruth Dantzer President and CEO |
Ottawa, Canada
__________________ 2007
For the year ended March 31
(in thousands of dollars)
2007 | 2006 | ||||
Knowledge Products Program |
Learning Services Program |
Total |
Total |
||
Transfer payments | 316 | – | 316 | 160 | |
Operating expenses | |||||
Salaries and employee benefits | 13,240 | 56,035 | 69,275 | 63,063 | |
Professional and special services | 5,328 | 27,095 | 32,423 | 25,800 | |
Rental of accommodation and equipment | 1,506 | 9,971 | 11,477 | 10,518 | |
Transportation and telecommunications | 781 | 4,351 | 5,132 | 3,769 | |
Small equipment and parts | 785 | 2,333 | 3,118 | 3,753 | |
Utilities, materials and supplies | 204 | 2,043 | 2,247 | 1,724 | |
Loss on write–off of tangible capital assets | 170 | 964 | 1,134 | – | |
Printing and publishing | 82 | 795 | 877 | 1,855 | |
Amortization of tangible capital assets | 121 | 688 | 809 | 551 | |
Repair and maintenance | 41 | 264 | 305 | 554 | |
Other operating expenses | 5 | 123 | 128 | 65 | |
Total Operating expenses | 22,263 | 104,662 | 126,925 | 111,652 | |
Total Expenses | 22,579 | 104,662 | 127,241 | 111,812 | |
Revenues | |||||
Sales of Goods and Services | 1,706 | 31,353 | 33,059 | 31,717 | |
Other Revenues | 7 | 39 | 46 | 34 | |
Total Revenues | 1,713 | 31,392 | 33,105 | 31,751 | |
Net Cost of Operations | 20,866 | 73,270 | 94,136 | 80,061 |
The accompanying notes form an integral part of these financial statements.
At March 31
(in thousands of dollars)
2007 | 2006 | |
Assets | ||
Financial assets | ||
Accountable advances | 11 | 25 |
Accounts receivable | 6,882 | 2,007 |
Total financial assets | 6,893 | 2,032 |
Non-financial assets | ||
Prepaid expenses | 150 | - |
Inventories | - | 78 |
Tangible capital assets (Note 4) | 4,707 | 4,707 |
Total non-financial assets | 4,857 | 4,785 |
Total | 11,750 | 6,817 |
Liabilities | ||
Accounts payable and accrued liabilities | 21,384 | 18,720 |
Provision for vacation leave | 3,003 | 2,250 |
Employee severance benefits (Note 5) | 8,641 | 6,710 |
Other liabilities | 6 | 20 |
Total liabilities | 33,034 | 27,700 |
Equity of Canada | (21,284) | (20,883) |
Total | 11,750 | 6,817 |
Contractual obligations (Note 6)
The accompanying notes form an integral part of these financial statements.
For the year ended March 31
(in thousands of dollars)
2007 | 2006 | |
Equity of Canada, beginning of year | (20,883) | (22,532) |
Net cost of operations | (94,136) | (80,061) |
Current year appropriations used (Note 3a) | 113,037 | 100,352 |
Change in net position in the Consolidated Revenue Fund (Note 3c) | (31,950) | (30,666) |
Services provided without charge by other government departments (Note 7) | 12,648 | 12,024 |
Equity of Canada, end of year | (21,284) | (20,883) |
The accompanying notes form an integral part of these financial statements.
For the year ended March 31
(in thousands of dollars)
2007 | 2006 | |
Operating Activitites | ||
Net cost of operations | 94,136 | 80,061 |
Non-cash items: | ||
Amortization of tangible capital assets | (809) | (551) |
Loss on write-off of tangible capital assets | (1,134) | - |
Services provided without charge | (12,648) | (12,024) |
Variations in Statement of Financial Position: | ||
Increase in accounts receivable and accountable advances | 4,861 | 357 |
Increase (decrease) in prepaid expenses and inventories | 72 | (44) |
(Increase) in liabilities | (5,334) | (1,056) |
Cash used by operating activities | 79,144 | 66,743 |
Capital Investment Activities | ||
Net acquisition of tangible capital assets | 1,943 | 2,943 |
Cash used by capital investment activities | 1,943 | 2,943 |
Net cash provided by Government of Canada | 81,087 | 69,686 |
The accompanying notes form an integral part of these financial statements.
For the year ended March 31, 2007
Authority and Objectives
On April 1, 2004, amendments to the Canadian Centre for Management Development Act were proclaimed and the organization was renamed the Canada School of Public Service (the School). The amended legislation, now entitled the Canada School of Public Service Act, continues and expands the mandate of the former organization as a departmental corporation. The School reports to the President of the Treasury Board, through a Board of Governors made up of representatives of the private and public sectors.
The School is the common learning service provider for the Public Service of Canada. It brings a unified approach to serving the common learning and development needs of public servants and helps ensure that all public service employees across Canada have the knowledge and skills they need to meet the employer’s knowledge standard and deliver results for Canadians.
Through its programming, the School delivers on its legislative mandate to encourage pride and excellence in public service and to foster a common sense of purpose, values and traditions. It helps to ensure that public servants have the knowledge, competencies and skills they need to serve Canada and Canadians and supports the growth and development of public servants committed to the service of Canada. The School assists deputy heads in meeting their organization’s learning needs and pursues excellence in public sector management and public administration.
Amortization of tangible capital assets is calculated on a straight-line basis over the estimated useful life of the assets as follows:
Asset class | Useful life |
Machinery and equipment | 5 years |
Other equipment (including furniture) | 5 years |
Informatics hardware | 5 years |
Software (including developed software) | 3-6 years |
Motor vehicle | 4 years |
Leasehold improvements | 10 years |
(a) Reconciliation of net cost of operations to current year appropriations used
(in thousands of dollars)
2007 | 2006 | |
Net cost of operations | 94,136 | 80,061 |
Adjustments for items affecting net cost of operations but not affecting appropriations | ||
Add (Less): | ||
Revenues | 33,105 | 31,745 |
Services provided without charge | (12,648) | (12,024) |
Employee severance benefits | (1,931) | (1,321) |
Loss on write-off of tangible capital assets | (1,134) | - |
Amortization of tangible capital assets | (809) | (551) |
Vacation leave | (753) | (275) |
Other | 993 | (222) |
16,823 | 17,352 | |
Adjustments for items not affecting net cost of operations but affecting appropriations | ||
Add (Less): | ||
Net acquisition of tangible capital assets | 1,943 | 2,943 |
Prepaid expenses | 150 | - |
Other | (15) | (4) |
2,078 | 2,939 | |
Current year appropriations used | 113,037 | 100,352 |
(b) Reconciliation of Parliamentary appropriations provided to current year appropriations used
(in thousands of dollars)
2007 | 2006 | |
Parliamentary Appropriations Voted: | ||
Program expenditures (Vote 25) | 84,641 | 48,670 |
Governor General’s special warrants | - | 27,699 |
Transfer from Treasury Board (Vote 15) | 457 | - |
Less: | ||
Lapsed appropriation – Program expenditures (vote 25) |
(7,472) | (3,442) |
Total appropriations used | 77,626 | 72,927 |
Statutory authorities: | ||
Spending of revenues pursuant to subsection 18 (2) of the Canada School of Public Services Act | 26,750 | 19,474 |
Contributions to employee benefit plans | 8,642 | 7,951 |
Spending of proceeds from the disposal of surplus Crown assets | 19 | - |
Total Statutory Authorities used | 35,411 | 27,425 |
Current year appropriations used | 113,037 | 100,352 |
(c) Reconciliation of net cash provided by Government to current year appropriations used
(in thousands of dollars)
2007 | 2006 | |
Net cash provided by Government | 81,087 | 69,686 |
Revenues | 33,105 | 31,751 |
Change in net position in the Consolidated Revenue Fund | ||
Variation in accounts receivable and accountable advances | (4,861) | (357) |
Variation in accounts payable and other liabilities | 2,650 | (540) |
Other adjustments | 1,056 | (188) |
(1,155) | (1,085) | |
Current year appropriations used | 113,037 | 100,352 |
Tangible Capital Assets
(in thousands of dollars)2007 | 2006 | |||||||||
Cost | Accumulated amortization | |||||||||
Opening balance | Acquisi-tions | Disposals and write-offs1 | Closing balance | Opening balance | Amorti-zation | Disposals and write-offs1 | Closing balance | Net book value | Net book value | |
Machinery and equipment | 483 | - | - | 483 | 407 | 59 | (3) | 469 | 14 | 76 |
Other equipment (including furniture) | 391 | 90 | 60 | 421 | 190 | 41 | 36 | 195 | 226 | 201 |
Informatics hardware | 3,271 | 499 | 1,149 | 2,621 | 907 | 300 | 95 | 1,112 | 1,509 | 2,364 |
Software (including developed software) | 2,066 | 1,287 | - | 3,353 | 571 | 344 | (51) | 966 | 2,387 | 1,494 |
Motor vehicle | 30 | - | - | 30 | 3 | 4 | - | 7 | 23 | 27 |
Leasehold improvements | 591 | 67 | - | 658 | 47 | 61 | (2) | 110 | 548 | 545 |
Total | 6,832 | 1,943 | 1,209 | 7,566 | 2,125 | 809 | 75 | 2,859 | 4,707 | 4,707 |
1 A tangible capital asset review was conducted in 2007 and resulted in assets’ write-offs.
Employee Future Benefits
Pension benefits
The School and all eligible employees contribute to the Public Service Pension Plan, which is sponsored and administered by the Government of Canada. Pension benefits accrue up to a maximum period of 35 years at a rate of 2 percent per year of pensionable service, times the average of the best five consecutive years of earnings. The benefits are integrated with
Canada/Québec Pension Plans benefits and they are indexed to inflation.
The 2006-07 expense amounts to $ 1,365,512 ($ 1,272,161 in 2005-06), which represents approximately 2.2 times (2.6 in 2005-06) the contributions by employees.
The School’s responsibility with regard to the Plan is limited to its contributions. Actuarial surpluses or deficiencies are recognized in the financial statements of the Government of Canada, as the Plan’s sponsor.
(in thousands of dollars) | ||
2007 | 2006 | |
Accrued benefit obligation, beginning of year | 6,710 | 5,389 |
Expense for the year | 3,315 | 2,194 |
Benefits paid during the year | (1,384) | (873) |
Accrued benefit obligation, end of year | 8,641 | 6,710 |
(in thousands of dollars) | ||||||
2008 | 2009 | 2010 | 2011 | 2012 and thereafter | Total | |
Goods and services | 1,496 | 1,446 | 1,516 | 1,579 | 5,772 | 11,809 |
Operating leases | 878 | 751 | 156 | - | - | 1,785 |
Total | 2,374 | 2,197 | 1,672 | 1,579 | 5,772 | 13,594 |
(in thousands of dollars) |
||
2007 | 2006 | |
Accommodation received from Public Works and Government Services Canada (PWGSC) | 8,499 | 8,361 |
Contributions covering employer's share of employees' insurance premiums and expenditures paid by Treasury Board Secretariat (TBS) | 4,149 | 3,663 |
Total | 12,648 | 12,024 |
The Government has structured some of its administrative activities for efficiency and cost-effectiveness purposes so that one department performs these on behalf of all without charge. The cost of these services, which include payroll and cheque issuance services provided by Public Works and Government Services Canada are not included as an expense in the School’s Statement of Operations.
(in thousands of dollars) | ||
2007 | 2006 | |
Accounts receivable from other government departments and agencies | 6,650 | 1,824 |
Accounts payable to other government departments and agencies | 5,136 | 5,780 |
Response to Parliamentary Committees |
None |
Response to the Auditor General of Canada, including to the Commissioner of the Environment and Sustainable Development (CESD) |
None |
External Audits (Note: These refer to other external audits conducted by the Public Service Commission of Canada or the Office of the Commissioner of Official Languages.) |
None |
Internal Audits |
An internal audit report on procurement, initiated in 2005 (as a pilot project in partnership with the Department of Finance/Treasury Board Secretariat Internal Audit and Evaluation group), was received by the School in May 2007. While this is outside of the reporting period of 2006-07, most issues outlined in the audit report have already been addressed by the School, and an official management response is being developed. A corporate risk profile was prepared during the reporting period, and the School has been working towards building an internal audit capacity to meet the requirements of the new Policy on Internal Audit. An internal audit plan will be developed during the next planning period. |
Effective decision making supported through integrated advice and information strategies and the provision of high quality corporate services.
Corporate Services |
Planned Spending | Authorities | Actual Spending |
Corporate Management | 2,209 | 5,405 | 4,540 |
Corporate Administration | 13,825 | 18,455 | 17,672 |
Human Resources | 2,876 | 4,958 | 4,259 |
Registrar | 1,396 | 6,084 | 5,292 |
Total: Corporate Services | 20,306 | 34,902 | 31,763 |
Planned | Actual | Difference |
198 | 213 | 15 |
Corporate Services contribute to the development, administration and delivery of the School’s learning activities through the provision of sound corporate planning; financial, human resources and information management; information technology; registration services; administrative and materiel management services. Corporate Services also contribute to promoting modern management practices and ensure that the School implements new government initiatives and complies with all government policies and directives. Highlighted below are the details of the results achieved in 2006-07 by Program Sub-Activity.
Corporate governance enables the School to meet its strategic objectives
The School started the revitalization of its Board of Governors, including the appointment of new members. New Board members were provided with an orientation session on the School’s operations to assist them in their responsibilities. Furthermore, a calendar of meetings was defined and was articulated around the School’s planning and reporting cycle.
Effective policy & planning advice/analysis support corporate decision-making process
In 2006-07, the School implemented and managed an integrated business planning process that is fully aligned with its Program Activity Architecture (PAA). Senior personnel performance was measured against key commitments from this planning exercise. Human resources will be fully integrated into the process over the next fiscal year.
Effective Communication and Marketing Support the School Agenda
In 2006-2007, a communications plan was implemented to increase horizontal communication processes, thereby facilitating information flow between the Treasury Board portfolio, clients, portfolio directors and employees. This was supported by quarterly promotional campaigns, monthly President’s Newsletters, Spotlight on Learning newsletters and regional bulletins, as well as the
development of a promotional briefing book for the Client Contact Centre (Registrar).
Improvements to the intranet site were made following a user feedback survey, and key messaging on School priorities was updated regularly for use by employees. The internet web site was restructured to coordinate with the division of learning populations, allowing clients to more easily access the information they sought.
A marketing strategy was developed in 2006-2007 to position the School as a key provider of learning in the Public Service, promote an understanding of continuous learning, build stronger relationships with organizations, functional communities and learner and develop better intelligence on clients, markets and demographics.
Registration and Learner Reporting
In 2006-2007, the School registered 90,000 students to 940 courses in 1,666 offerings. Monthly reports were provided to all departments and agencies summarizing their employees’ participation on School learning activities, and documenting results for required training courses.
The School has also been planning and developing a new integrated registration system. In March 2007, the Preliminary Project Approval (the first phase of approbations) was approved by the Treasury Board. Tabling of the Effective Project Approval (second phase) is expected for early 2008.
Learning Evaluation & Quality Assurance
Level 1 (Reaction) evaluation instruments were refined and updated, a process that included significant consultations with the School’s stakeholders. A pilot of online administration of level 1 evaluations was successfully undertaken, and full implementation is planned for 2007-08 using the updated version of the Level 1 reaction questionnaires. Best practices for levels 2
(Learning) and Level 3 (Transfer) were researched and documented.
Quality assessment standards for the School’s learning initiatives were established and a Performance Measurement Framework is currently underway, as per the timeline set out by the Treasury Board Secretariat (implementation of Step 2 of the Management, Resources, and Results Structure). A risk-based, multi-year corporate evaluation plan has been drafted and evaluations of key priorities for the School were initiated. For example, ongoing evaluation-related work is being conducted for the Orientation to the Public Service program and for the School’s work under the Action Plan for Official Languages (APOL).
High quality corporate services and advice enables the School to meet its objectives
Information Technology (IT) and Information Management (IM)
The School’s IT infrastructure was renewed and an evergreen plan for the entire infrastructure was developed. A strategic service agreement was signed with Public Works and Government Services Canada
(PWGSC) for the transfer of IT infrastructure and supporting services in the fall of 2006.
During the reporting period, the School started implementing the Government-wide shared system for web content management. The information classification structure was redesigned in preparation for the implementation of the Records, Document and Information Management System (RDIMS) pilot project.
An integrated Information Management/Information Technology plan was developed and was approved by Treasury Board Secretariat/Chief Information Officer Branch as part of the Integrated Learner Management System initiative.
Facilities and Assets Management
A Business Continuity Policy was developed for the School. A response guide is currently being finalized, which will lead the way for the establishment of a business continuity steering committee and readiness team.
In collaboration with PWGSC, a five year National Accommodation plan was developed and is now being implemented. As part of a review of responsibilities for Access to Information and Privacy (ATIP), training and awareness activities were conducted as required.
Business Improvement & Financial Services
During 2006-07 the Comptrollership and Quality Assurance division completed the documentation and internal controls testing of approximately 30 financial processes related to the preparation of Financial Statements. The implementation of the internal control system was initiated and procedures and activities are ongoing. Business process improvement measures have been implemented to
improve the School’s financial management and address audit readiness recommendations, which represents the first step towards the production of auditable financial statements.
A review of costing practices was undertaken, which included capacity review and staff engagement. A working group was established to review the needs and challenges associated with the development of a framework for a standardized costing model. Testing of the new model should occur in the fall of 2007, with full implementation scheduled for 2008-09.
Human Resources are managed effectively and strategically in support of corporate objectivesAs of March 31st, 2007, 99% of the employees met the language requirements of their positions and over 90% of the positions were identified as bilingual.
Workforce analysis at the end of the reporting period indicated that, with respect to employment equity, visible minorities were the only group with an identified gap. On that front, the School is slightly under-represented with 6.1% compared to 7.6% of workforce availability. Through the upcoming collective processes, sub-delegated managers will be mandated to ensure that employment equity needs are taken into consideration by establishing appointment targets for each occupational group. The Employment Equity plan is also comprised of four other activities such as communication, training, policies and reporting which will be implemented in 2007-08 in collaboration with bargaining agents.
The School is committed to create a participatory and informal climate and culture, where employees feel included in its operations. To that effect, “Welcome to the School” sessions for new employees were conducted and continue to be held three times a year and contribute to employees’ understanding of the School’s strategic direction. Furthermore, key commitments for all executives were posted on the intranet, contributing to communicating the School’s priorities. To ensure that employees make the most of the learning opportunities available to them, all executives have committed in their Performance Management Agreements to developing learning plans with their employees.
Internal conflict resolution
Working with Human Resources, the Informal Conflict Management System (ICMS) was incorporated into the formal grievance and complaint processes. The services of ICMS are offered to employees throughout the redress process. The role of ICMS and the Ombudsman office has been communicated out to staff across the country, and sessions on ICMS training have been developed and piloted
during the reporting period. In addition, an ICMS complaint process for the School’s clients and partners is being established.
Audits are used to improve departmental policies, programs and management
An internal audit report on procurement, initiated in 2005 (as a pilot project in partnership with the Department of Finance/Treasury Board Secretariat Internal Audit and Evaluation group), was received by the School in May 2007. While this is outside of the reporting period of 2006-07, most issues outlined in the audit report have already been addressed by the School, and an official
management response is being developed.
The School has been working towards building its internal audit capacity to meet the requirements of the new Policy on Internal Audit, and an internal audit plan should be developed during the next planning period.
Selected Websites |
|
Canada School of Public Service |
|
Treasury Board Secretariat |
|
Canada Public Service Agency |
|
Public Service Commission |
|
Selected Documents – Building Blocks of a Modern Public Service |
|
Treasury Board Policy on Learning, Training and Development |
|
Public Service Modernization Act |
|
Values & Ethics Code |
http://www.tbs-sct.gc.ca/pubs_pol/hrpubs/TB_851/vec-cve_e.asp |
Management Accountability Framework |
|
Action Plan for Official Languages |
http://www.pco-bcp.gc.ca/olo/default.asp?Language=E&Page=Action&doc=cover_e.htm |
A. External Fee | Service Standard | Performance Result | Performance Result |
Fees charged for the processing of access requests filed under the Access to Information Act (ATIA) | Response provided within 30 days following receipt of request; the response time may be extended pursuant to section 9 of the ATIA. Notice of extension to be sent within 30 days after receipt of request | 30 day processing standard met | The service standard is established by the Access to Information Act and the Access to Information Regulations. Consultations with stakeholders were undertaken by the Department of Justice and the Treasury Board Secretariat for amendments done in 1986 and 1992. |
Current Estimated Total Cost | Actual 2004–05 | Actual 2005–06 | 2006–07 | ||||
Main Estimates | Planned Spending | Total Authorities | Actual | ||||
Corporate Level Services | |||||||
Registration and Learner Management System | |||||||
Registration Systems Project Definition – PPA | 1,341 | 972 | 972 | 972 | 773 | ||
Registration Systems Project Implementation – EPA | 4,039 | ||||||
Total | 5,380 | 972 | 972 | 972 | 773 |
Points to Address | Department’s Input |
1. Role played by procurement and contracting in delivering programs | Procurement and Contracting play a central role in the program delivery of the School. Particularly, procurement allows the School to obtain advice in support of its program delivery as well as essential materials to support classroom activities. Contracting allows the department to achieve operational requirements, such as the retention of special resources and teaching staff that support learning activities. These activities also spur growth in the Canadian economy. |
2. Overview of how the department manages its contracting function | The School operates in a centralized environment with procurement personnel in Headquarters. In addition, the procurement and contracting unit provides advices and guidance to managers on policy procedures. The School awarded 4,889 contracts in 2006–07, valued at approximately $37.7 million. |
3. Progress and new initiatives enabling effective and efficient procurement practices | The School has developed a site on its intranet with departmental procurement operational policies. |
The Canada School of Public Service follows the Treasury Board of Canada Secretariat Special Travel Authorities as well as Travel Directive, Rates and Allowances. |
The Canada School of Public Service follows the Treasury Board of Canada Secretariat Travel Directive. |