This page has been archived.
Information identified as archived on the Web is for reference, research or recordkeeping purposes. It has not been altered or updated after the date of archiving. Web pages that are archived on the Web are not subject to the Government of Canada Web Standards. As per the Communications Policy of the Government of Canada, you can request alternate formats on the "Contact Us" page.
The original version was signed by
The Honourable Stockwell Day
President of the Treasury Board
Section I: Departmental Overview
Section II: Analysis of Program Activities by Strategic Outcome
Section III: Supplementary Information
As the Minister responsible for the Canada School of Public Service, I am pleased to present the 2009-10 Departmental Performance Report of the School.
As the common learning provider for the Government of Canada, the School helps deputy ministers address the learning needs of their employees. It also provides departments with the learning products and services they need to ensure their employees have the skills and knowledge to continue to serve Canadians and sustain government transformation efforts.
The School launched new initiatives aimed at delivering on public service renewal. Not only did the School support public service renewal within its organization; it played a key role in sustaining the efforts of deputy ministers in dealing with the current environment. Work was accomplished to further the professional development of managers, to build strong competencies for current and emerging leaders and to strengthen functional community learning across the Public Service.
I invite you to read this report and visit us on line at www.myschool-monecole.gc.ca to see the learning and development activities provided by the School to support a strong Public Service.
The Honourable Stockwell Day, P.C., M.P.
President of the Treasury Board
The Canada School of Public Service (the School) is the common learning service provider for the Public Service of Canada.
The School has a legislative mandate to provide a range of learning activities to build individual and organizational capacity and management excellence within the Public Service.
The School is in a unique position to offer learning services to all public service employees at all levels and across the country, as well as functional communities and public organizations.
Established on April 1, 2004, under the Public Service Modernization Act and operating under the authority of the Canada School of Public Service Act (CSPS Act), the School's primary responsibility is to provide a wide range of learning opportunities and develop a learning culture within the Public Service. The School has a direct effect on service to Canadians by increasing the skills of public service employees and the effectiveness public service organizations.
As a departmental corporation, the School is mandated under the CSPS Act to:
As set out in the legislation, a Board of Governors is responsible for the conduct and management of the affairs of the School. The Board of Governors is composed of an equal number of public and non-public (business and academic) sector members.
The School's program priorities are geared to delivering results in accordance with the Treasury Board's Policy on Learning, Training and Development (the Policy), which came into effect on January 1, 2006. The Policy highlights the value of learning and the importance of creating a learning culture within the Public Service.
The School supports deputy head accountabilities with respect to leadership development across the Public Service by identifying organizational needs and designing and delivering high-quality and practical leadership programming that addresses the key development needs of executives.
The School is integral to Public Service Renewal, offering a broad suite of courses to incrementally advance the renewal agenda. It supports all pillars of Public Service Renewal.
The School has a single strategic outcome: "Public servants have the common knowledge and the leadership and management competencies they require to fulfill their responsibilities in serving Canadians." Four program activities support this strategic outcome:
Planned Spending | Total Authorities | Actual Spending |
---|---|---|
111,924 | 150,558 | 138,270 |
Planned | Actual | Difference |
---|---|---|
940 | 967 | 27 |
Performance Indicators | Targets | 2009-10 Performance |
---|---|---|
Number of learning activities that address leadership development, management competencies and common knowledge, and number of participants. Percentage of public service employees who have attended School learning activities and feel that the training provided responded to their learning needs and was a worthwhile investment for their employer. |
Approximately 900 learning activities. Approximately 220,000 learner days (number of learners/participants multiplied by the number of days in training). 80% of learning activity participants feel that the training provided responded to their needs and was a worthwhile investment for their employer. |
The School offered approximately 500 distinct learning activities (courses, events). This represents a total of nearly 3,000 deliveries in 2009-10. A total of about 200,000 learner days were given across the School in 2009-10. In 2009-10, 81% of respondents indicated that the learning activity met their learning needs, while 80% of respondents felt that the learning activity was a worthwhile investment for their employer. [1] |
Program Activity |
2008-09 Actual Spending |
2009-10 [2] | Alignment to Government of Canada Outcome | |||
---|---|---|---|---|---|---|
Main Estimates |
Planned Spending |
Total Authorities |
Actual Spending |
|||
Foundational Learning | 99,091 | 66,162 | 66,162 | 94,470 | 52,159 | Well-managed and efficient government operations |
Organizational Leadership Development | 20,382 | 12,783 | 12,783 | 18,505 | 14,179 | |
Public Sector Management Innovation | 20,255 | 11,268 | 11,268 | 12,988 | 8,253 | |
Internal Services | - | 21,711 | 21,711 | 24,595 | 63,679 | |
Total | 139,728 | 111,924 | 111,924 | 150,558 | 138,270 |
Operational Priorities | Type | Status [3] | Linkages to Strategic Outcome(s) |
---|---|---|---|
The consolidation of ongoing initiatives: | |||
Functional community learning | Ongoing |
Mostly Met
|
|
The launch of new initiatives to deliver on Public Service Renewal: | |||
Learning for managers — professional development and management skills Identification of learning options for the new generation of public service employees |
New |
Met all
|
|
Management Priorities |
Type | Status | Linkages to Strategic Outcome(s) |
Continued efforts to improve the learning infrastructure and assess learning programs to ensure relevance: The Integrated Learner Management System (ILMS) |
Ongoing |
Mostly Met
|
|
Curriculum Review | Ongoing |
Somewhat Met
|
|
The cost-recovery portion of the School's operating budget increases every year. The School recovers its costs based on fees charged to departments and agencies for learning products and services. During the 2009-10 fiscal year, departments and agencies encountered pressures due to changing fiscal conditions. While a slower increase in the course registrations was anticipated, the School continued to emphasize the importance of learning as an investment to support public service productivity and effectiveness, and engaged in outreach activities to identify and address the learning needs of departments and agencies.
The continued relevance of the School's learning products is key to sustaining its cost-recovery operations and supporting deputy heads in their responsibility for the development of their employees. In response to client feedback, an integrated marketing strategy was implemented, including engagement strategies with key stakeholders of the federal Public Service. Notable recommendations included the development of shorter, sharper learning interventions to respond to economic pressures faced by departments, and the implementation of seasonal discounting to shift learner behaviour and demand for learning during off-peak periods.
Through the horizontal strategic review exercise, the 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 their implementation is being phased in over a three-year period. These changes will assist in maintaining a modern public service with a knowledge-based workforce and a forward-looking, productive work environment.
A key risk that remains for the School is the management of its human resources in a complex environment that requires specialized skills and a unique understanding of government context. To mitigate this risk the School has focused on talent management, both by encouraging the development of competencies and skills among existing employees and by attracting recent graduates to the public service as part of Public Service Renewal.
At the same time, the number of subject matter experts and candidates with course design and teaching expertise is limited, and there is intense competition among departments and agencies to attract functional experts in certain professional fields. To address these challenges, the School continued to modify its human resources services during 2009-10, and worked to maintain an adequate balance of in-house expertise and external resources for program delivery. By securing additional expertise on a permanent basis, the School was able to gain efficiencies while simultaneously reducing its reliance on external consultants.
An important risk for the School has been the management of its legacy registration systems. During 2009-10, work continued on the implementation of a new Integrated Learner Management System (ILMS) to support the integration of the registration, management and administration of learning. When the implementation of the ILMS is completed, the legacy systems of the School will no longer be required and will be archived.
The School's total expenditures in 2009-10 decreased slightly from $139.7 million to $138.2 million. As part of the effort to reduce reliance on consultants, the School continued its shift towards the development of internal resources for the delivery of course products. This resulted in an increase to salaries of $2.6 million and a reduction in operating and maintenance in the area of Professional Services and Temporary Help Services.
Revenue identified in the Main Estimates and Planned Spending was $50 million while Total Authorities include actual earned revenue of $70 million, as well as the following items:
Actual Spending includes additional expenditures related to the collective agreements, new Treasury Board submissions, and revenue amount earned above the $50 million in Planned Spending.
The revenue trend shows that total learner enrolments and revenue growth peaked in 2008-09 and are now stabilizing in 2009-10.
Planned Spending |
Total Authorities |
Actual Spending |
---|---|---|
29 | 29 | 29 |
The School received $29,000 under the Canada Economic Action Plan to increase student employment during 2009-10. In addition to this amount, $927,000 of the School's resources were spent on student employment.
Vote # or Statutory Item (S) | Truncated Vote or Statutory Wording |
2007-08 Actual Spending |
2008-09 Actual Spending |
2009-10 Main Estimates |
2009-10 Actual Spending |
---|---|---|---|---|---|
40 | Operating expenditures | 59,643 | 57,962 | 58,015 | 57,729 |
40 | Grants and contributions | 375 | 375 | 315 | 288 |
(S) | Contributions to employee benefit plans | 9,613 | 10,304 | 5,860 | 12,238 |
(S) | Spending of revenues pursuant to Subsection 18(2) of the CSPS Act | 52,543 | 71,085 | 50,000 | 68,013 |
(S) | Spending of proceeds from the disposal of surplus crown assets | 3 | 2 | 0 | 2 |
Total | 122,177 | 139,728 | 114,190 | 138,270 |
The School has a single strategic outcome:
By achieving this strategic outcome, the School provides long-term benefits for Canadians by ensuring that employees of the Public Service of Canada across the country have the required knowledge and competencies to serve them with excellence.
In 2009-10, the School delivered on its targets by offering approximately 500 distinct learning activities (courses, events) which accounted for nearly 3,000 individual deliveries. The School's total deliveries resulted in about 200,000 learner days being made available to the Public Service (see Performance Summary Table in Section I).
The 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 School are provided on a cost-recovery basis.
The School's products and services are available to all public service employees and organizations through various methods, such as classroom courses, online products, unique learning events and customized delivery. The School has noted a growing interest in customized delivery, which provides federal organizations with the flexibility to meet organizational learning needs by using a blend of existing quality products and services while adapting the approach and content to their needs. This typically results in a Memorandum of Understanding (MOU) with client organizations.
In 2009-10, revenues generated from MOUs for the School's learning and training products increased from $14.8 million to $16.9 million. These MOUs included the delivery of calendar courses to a group of departmental employees, language teachers providing services within departments, events delivered within departments to address specific departmental learning needs, and change management interventions.
The current economic and fiscal situation had an impact on the School throughout 2009-10, as spending restraint was experienced across client departments. The School is a service provider to federal organizations that consider value for money in their spending on training. In response, the School has responded by reviewing its pricing strategy, establishing incentives for early registrations, and implementing a marketing strategy. While the School forecasted an increase in demand for its programs in 2009-10, due in part to the Public Service Renewal Action Plan, delivery actually stabilized at a level comparable to 2008-09.
From a management perspective, 2009-10 brought an additional financial challenge. After five years of existence, the School has faced increased expenses incurred by the need to redesign some courses and programs, and by adapting to new technologies. This, combined with the implementation of the 2008 horizontal strategic review of the Government of Canada's central human resources organizations (including the School), the School had to reduce its spending and reallocate resources within the organization.
The main efficiencies resulting from review decisions implemented in 2009-10 were:
Government-wide changes, such as the Treasury Board Policy Suite renewal and efforts announced to address the current economic environment, require the School to update its course material on an ongoing basis. These changes also make it necessary for the School to focus on the retraining of public service employees and specialists to ensure they maintain the required skills and competencies to do their jobs effectively.
The School is taking steps to address these changes, including greater outreach to departments and functional communities and increased use of technology. The curriculum review process currently underway will provide for strong course-calendar planning, monitoring and trend analysis for early identification of adjustments to capacity within the School.
The financial situation also had an impact on budget planning. Senior management adopted a distribution of available funds coupled with a business case approach to respond to financial pressures. This change in methodology allowed for earlier discussions and progress towards a more efficient allocation internally. Consequently, it created a closer alignment of available resources to the School's priorities.
The School's strategic outcome is supported by four program activities:
foundational learning
The Foundational Learning Program Activity aims to provide the common knowledge required by employees of the Public Service. Four initiatives support this program activity:
2009-10 Financial Resources ($ thousands) |
2009-10 Human Resources (full-time employees - FTEs) |
||||
---|---|---|---|---|---|
Planned Spending | Total Authorities | Actual Spending | Planned | Actual | Difference |
66,162 | 94,470 | 52,159 | 443 | 416 | -27 |
Expected Results |
Performance Indicators |
Targets | Performance Status |
Performance Summary |
|
Public service employees are able to apply the foundational knowledge provided by the School in their workplace. | The School will identify the percentage of participants who intend to apply, are able to apply, and/or have applied the knowledge acquired in foundational knowledge learning activities to their current or future workplace. | The target level of participants able to apply their acquired knowledge is 80%. | Unable to determine | In 2009-10, 93% of questionnaire respondents indicated that they have applied or would be able to apply the knowledge acquired from learning activities. [4] Unfortunately, limitations associated with the data collection methodology have not allowed the School to separate individual learning activities based on program activity areas. |
Required Training
Orientation to the Public Service
Orientation programs are offered to new public service employees to provide a foundational understanding of government and the values, ethics and responsibilities that they will draw upon throughout their careers. The School uses a blended learning approach, with a one-day classroom session complemented by prerequisite online training.
Fiscal Year |
Courses Delivered in the National Capital Region |
Courses Delivered Regionally |
Courses Delivered Nationally |
|||
---|---|---|---|---|---|---|
Offerings | Learners | Offerings | Learners | Offerings | Learners | |
2007-08 |
40 | 4,804 | 22 | 2,456 | 62 | 7,260 |
2008-09 | 55 | 5,568 | 47 | 4,916 | 102 | 10,484 |
2009-10 | 44 | 4,935 | 44 | 4,188 | 88 | 9,123 |
The School worked closely with three public safety agencies - the Royal Canadian Mounted Police, the Correctional Service of Canada and the Canada Border Services Agency - to help them align their own orientation programs with the Orientation to the Public Service program.
Authority Delegation Training (ADT)
In accordance with the Policy on Learning, Training and Development, the School continues to deliver Authority Delegation Training to four groups of employees: supervisors, managers, executives (EX-01 to EX-03 levels) and
Assistant Deputy Ministers to ensure that these groups are equipped to exercise their delegated authorities. The School was successful at meeting the demands for ADT.
Fiscal Year |
Courses Delivered in the National Capital Region |
Courses Delivered Regionally |
Courses Delivered Nationally |
|||
---|---|---|---|---|---|---|
Offerings | Learners | Offerings | Learners | Offerings | Learners | |
2007-08 |
178 | 4,051 | 123 | 2,616 | 301 | 6,667 |
2008-09 | 234 | 5,259 | 138 | 2,931 | 372 | 8,190 |
2009-10 | 257 | 5,891 | 157 | 3,147 | 414 | 9,038 |
Professional Development Training
Functional Communities Programming
The School has been working closely with a number of functional communities. In the context of the Policy Renewal Initiative, the entire Information Management curriculum was reviewed and updated to reflect new policies, directives and guidelines.
The School and the Office of the Comptroller General have worked jointly on the development of a core curriculum for the financial management community. The first three fundamental courses of the new curriculum have been developed and validated. These courses will become mandatory for all financial professionals with less than five years experience and for all new community members beginning in September 2010. A new series of workshops and seminars on strategic issues for senior financial officers has also been piloted and will be part of regular programming.
A learning needs analysis has been conducted with the evaluator's community following the launch of the new Treasury Board Secretariat evaluation policy, and a first learning curriculum has been drafted and discussed with heads of evaluation in March 2010.
Statistical data on functional communities include courses for functional specialists as well as non-specialists (managers and employees)
Fiscal Year |
Courses Delivered in the National Capital Region |
Courses Delivered Regionally |
Courses Delivered Nationally |
|||
---|---|---|---|---|---|---|
Offerings | Learners | Offerings | Learners | Offerings | Learners | |
2007-08 |
358 | 7,226 | 255 | 5,647 | 613 | 12,873 |
2008-09 | 458 | 9,222 | 256 | 4,177 | 714 | 13,399 |
2009-10 | 470 | 8,794 | 281 | 3,166 | 751 | 11,960 |
Professional Development Programming
The School enhances the performance and effectiveness of the Public Service by integrating the individual development of public service employees with organization-focused solutions for learning, change management and management innovation. Based, on the National Manager's Community feedback, the School introduced Performance Management Curriculum workshops, leading to more than 60
deliveries across Canada.
The School also offers a variety of courses designed to enable public service employees to enhance their skills in generic competencies such as writing, negotiating, interpersonal communication, etc.
Fiscal Year |
Courses Delivered in the National Capital Region |
Courses Delivered Regionally |
Courses Delivered Nationally |
|||
---|---|---|---|---|---|---|
Offerings | Learners | Offerings | Learners | Offerings | Learners | |
2007-08 |
305 | 6,262 | 198 | 2,792 | 503 | 9,054 |
2008-09 | 271 | 5,628 | 196 | 3,066 | 467 | 8,694 |
2009-10 | 375 | 7,6864 | 261 | 3,843 | 636 | 11,529 |
Official Languages Learning
Access to Language Training Services
The School facilitates on-time access to quality-assured language training for public service employees in order to assist them in acquiring and maintaining second official language skills. In 2009-10, 80,550 learner days were delivered by external pre-qualified providers and 30,561 learner days were offered by the School.
In addition, 84 qualified language teachers and facilitators from the School worked on-site in departments across the country. The School also provided language training to 34 students with disabilities in the National Capital Region (NCR).
In 2009-10, 1,600 language learning plans were delivered across the country. These plans include elements such as the estimated number of training hours required by the learner to meet their targeted language proficiency.
In collaboration with Public Works and Government Services Canada, which serves as the contractual authority, the School continued to provide its technical expertise to develop a National Master Standing Offer (NMSO) for the delivery of standardized French and English language training on a national scale.
As part of the Roadmap for Linguistic Duality 2008-2013: Acting for the Future, the School has initiated a number of activities, such as agreements with ten universities across Canada to provide their students with access to 16 second-language learning tools. As of March 31, 2010, there were 193 students participating in this initiative.
Language Retention Services
Over 70 language training products are available online and were accessed 68,360 times in 2009-10. The Language Maintenance and Acquisition Cycle was officially launched in April 2009. The Cycle offers a means of self-directed learning to help employees maintain and even improve their competencies in their second official language.
Online Learning
Online Course Program
The School noted an increase in the number of active Campusdirect accounts between 2008-09 and 2009-10 from 141,155 to 158,915. The total number of times courses were accessed has also increased during this time period from 221,191 to 248,017. This increased use of Campusdirect demonstrates a growing interest in online training delivery. As well, there is an increased focus
on reducing travel in order to increase efficiency and control costs. In 2009-10, the School has prepared Campusdirect courses for migration to the ILMS infrastructure. The migration of associated classroom course content is underway.
lessons learned
benefits to canadians
Through the delivery of Foundational Learning, the School provides long-term benefits for Canadians by ensuring that public service employees have:
organizational leadership development
The School strengthens the Public Service and contributes to Public Service Renewal by building the leadership competencies of existing and emerging leaders.
Three initiatives support this program activity:
Expected Results | Performance Indicators | Targets | Performance Status | Performance Summary |
---|---|---|---|---|
Public service managers, executives and senior leaders are satisfied with the leadership development courses, programs and activities received. | The School will measure the degree of satisfaction of public service employees with the leadership activities provided. | Leadership activities receive an average rating of 4 on a 5-point scale on overall satisfaction. | Exceeded | In 2009-10, the average satisfaction rating was 4.4 on a 5-point rating scale. |
Public service managers, executives and senior leaders are able to apply their leadership competencies in the workplace. | The School will determine the percentage of public service employees who intend to apply, are able to apply and/or have applied the knowledge acquired through leadership development activities in their workplace. | The target level of participants able to apply their acquired knowledge is 80%. | Unable to determine | In 2009-10, 93% of questionnaire respondents indicated that they have applied or would be able to apply the knowledge acquired from learning activities. [6] Unfortunately, limitations associated with the data collection methodology have not allowed the School to separate leadership development activities based on program activity areas. |
performance analysis
Leadership Competencies
Throughout 2009-10, the School continued to provide a range of leadership training activities to supervisors, managers, executives and senior leaders. A total of approximately 22,400 learner days for leadership training activities were recorded.
In response to demands for additional programming related to the international context in which public service employees work, progress was made on expanding the suite of training activities to include courses such as How the EU Works and How Washington Really Works.
Leadership Development Programs
In 2009-10, the School continued to successfully deliver leadership development programs such as Direxion, Living Leadership and the Advanced Leadership Program designed to provide structured and comprehensive career development to high-potential public service employees. The School also continued to develop a number of "how to" management skills courses such as Providing Effective Feedback and Effective Two-Minute Briefings.
Leadership Development Program Breakdown | Offerings | Learners | Learners Days |
---|---|---|---|
Career Assignment Program / Direxion | 25 | 143 | 1,430 |
Management Training Program / i-leadership | 14 | 317 | 1,494 |
Advanced Leadership Program | 2 | 52 | 1,250 |
Living Leadership - Executive Excellence Program | 14 | 125 | 2,002 |
Leadership Community Building
In 2009-10, emphasis was placed on building leadership communities across the Public Service and advancing leadership through partnerships, which resulted in discussion of the learning and development needs of the various communities.
A new Learning Roadmap for Managers was launched and distributed widely to assist managers and departments in planning their development. This product was strongly endorsed through the 2010-11 Public Service Renewal Action Plan.
lessons learned
benefits to canadians
Through the delivery of Organizational Leadership Development, the School provides long-term benefits for Canadians by ensuring that the existing and emerging leaders of the Public Service:
public sector management innovation
The School enhances the performance and effectiveness of the Public Service by integrating the individual development of public service employees with organization-focused solutions for learning, change management and management innovation.
Two initiatives support this program activity:
Expected Results | Performance Indicators | Targets | Performance Status | Performance Summary |
---|---|---|---|---|
Public service organizations have access to the tools and services to help them integrate learning, manage change and innovate. | The School will track the number of organizations provided with Public Sector Management Innovation services. | The target is 25 departments and agencies. | Mostly Met | The School's Strategic Change Group worked with 29 organizations from 21 distinct departments and agencies. |
Public service organizations integrate learning, manage change and innovate by adapting leading practices. | The School will measure the degree of satisfaction of public service organizations with the School's Public Sector Management Innovation services. | The target is an 80% satisfaction rate. | Unable to determine | The School did not measure this degree of satisfaction. |
performance analysis
Organizational Learning Services
The School has worked closely with management teams in other federal departments that are looking for organizational change management advice. In 2009-10, the School's Strategic Change Group worked with 29 organizations from 21 departments to support organizational change management initiatives that affected 15,000 employees.
As part of its commitment to management innovation, the School continued to support the programming of the Canadian International Development Agency (CIDA) in governance and public sector reform in developing countries. In 2009-10, the School managed three CIDA-funded projects with Mali, Brazil and Russia.
Innovative Management Practices
Sound public administration training requires a strong connection with the Canadian academic community. In 2009-10:
lessons learned
benefits to canadians
Through the delivery of Public Sector Management Innovation, the School provides long-term benefits for Canadians by ensuring that the public service has:
Internal Services are comprised of groups [7] of activities and resources that are administered to support corporate obligations of the organization.
Performance Analysis
Activity | Status on Performance and Results |
---|---|
Management Priorities |
|
Support to the Board of Governors |
|
Audit |
|
Evaluation |
|
Communications and Marketing |
|
Human Resources Management |
|
Review of Policies |
|
Financial and Asset Management |
|
lessons learned
benefits to canadians
The work performed under this program activity assures Canadians that the School's operations are managed in a transparent, accountable and effective manner through the provision of advice and analysis related to the School's activities.
Condensed Statement of Financial Position At End of Year (March 31, 2010) |
% Change | 2009-10 | 2008-09 |
---|---|---|---|
Financial assets | 25% | 2,080 | 1,664 |
Non-financial assets | 141% | 8,0 | 3,326 |
total assets | 102% | 10,089 | 4,990 |
Liabilities | 1% | 32,092 | 31,818 |
Equity | -18% | (22,003) | (26,828) |
|
|||
total | 102% | 10,089 | 4,990 |
Condensed Statement of Financial Operations At End of Year (March 31, 2010) |
% Change | 2009-10 | 2008-09 |
---|---|---|---|
Total Expenses | -4% | 157,744 | 157,828 |
Total Revenues | 5% | 70,000 | 66,817 |
|
|||
net cost of operations | -10% | 81,744 | 91,011 |
The financial highlights presented within this Departmental Performance Report are intended to serve as a general overview of the School's financial position. More information is available on the School's website at: http://www.csps-efpc.gc.ca/aut/cdo/index-eng.asp.
The following tables are located on the Treasury Board Secretariat website:
[1] Due to a change in methodology, data related to this performance target was collected from April to December 2009 only. The performance results reflected above have been calculated using this time period.
[2] Commencing in the 2009-10 Estimates cycle, the resources for Program Activity: Internal Service is displayed separately from other program activities; they are no longer distributed among the remaining program activities, as was the case in previous Main Estimates. This has affected the comparability of spending and full-time employees information by Program Activity between fiscal years.
[3] Exceeded: More than 100 per cent of the expected level of performance (as evidenced by the indicator and target or planned activities and outputs) for the expected result or priority identified in the Report on Plans and Priorities ( RPP) was achieved during the year.
Met All: 100 per cent of the expected level of performance (as evidenced by the indicator and target or planned activities and expected outputs) for the expected result or priority identified in the RPP was achieved during the year.
Mostly Met: 80 to 99 per cent of the expected level of performance (as evidenced by the indicator and target or planned activities and expected outputs) for the expected result / priority identified in the RPP was achieved during the year. Somewhat Met: 60 to 79 per cent of the
expected level of performance (as evidenced by the indicator and target or planned activities and outputs) for the expected result or priority identified in the RPP was achieved during the year.
Not Met: Less than 60 per cent of the expected level of performance (as evidenced by the indicator and target or planned activities and outputs) for the expected result or priority identified in the RPP was achieved during the year.
[4] Due to a change in methodology, data related to this performance target was collected from April to December 2009 only. The performance results reflected above have been calculated using this time period.
[5] Data include calendar courses as well as courses offered under Memoranda of Understanding.
[6] Due to a change in methodology, data related to this performance target was collected from April to December 2009 only. The performance results reflected above have been calculated using this time period.
[7] 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.