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The original version was signed by
The Honourable Tony Clement
President of the Treasury Board and Minister for the Federal Economic Development Initiative for Northern Ontario
Section I - Organizational Overview
Section II - Analysis of Program Activities by Strategic Outcome
Section III - Supplementary Information
Section IV: Other Items of Interest
As the minister responsible for the Canada School of Public Service (the School), I am pleased to present the School's 2012-2013 Report on Plans and Priorities.
The School plays an important role in supporting the Public Service by providing learning opportunities that help develop knowledge, leadership, and management competencies among public service employees across the country. This function has and will continue to become increasingly valuable throughout the coming years as organizations within the Public Service review how they do business and learn to operate more efficiently and effectively.
To support these efforts, the School will continue to work closely with federal organizations and departments to establish learning priorities, and monitor and adjust its products and services to meet the needs of an evolving public service. This will entail strengthening its curriculum, building partnerships, and managing change both within the School and as a service offering to organizations, to assist them in implementing their spending reduction initiatives.
The School will also continue to support Public Service Renewal with strong leadership development programs and by promoting public service management innovation. Deputy heads will continue to be supported with relevant, affordable and quality learning and training solutions that result in an effective and efficient workforce.
By enhancing the knowledge and skills of public service employees and the effectiveness of their organizations, the School will continue to foster excellence in public management and administration, resulting in service excellence for Canadians.
I invite you to read this report and visit the School's website (www.myschool-monecole.gc.ca) to learn more about how the activities provided by the School support a strong Public Service.
The Honourable Tony Clement
President of the Treasury Board and Minister for the
Federal Economic Development Initiative for Northern Ontario
The Canada School of Public Service (the School) is the common learning service provider for the Public Service of Canada. The School has a legislative mandate to provide a range of learning activities to build individual and organizational capacity and management excellence within the Public Service.
The School is in a unique position to offer learning services to all public service employees at all levels and across the country, as well as to functional communities and public organizations.
Established on April 1, 2004, under the Public Service Modernization Act and operating under the authority of the Canada School of Public Service Act (CSPS Act), the School's primary responsibility is to provide a wide range of learning opportunities and develop a learning culture within the Public Service. The School has a direct effect on service to Canadians by increasing the skills of public service employees and the effectiveness of public service organizations.
As a departmental corporation, the School is mandated under the CSPS Act to:
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, with particular emphasis on required training, and the importance of creating a learning culture within the Public Service.
The School supports deputy head accountabilities with respect to leadership and professional development across the Public Service by identifying organizational needs and designing and delivering high-quality and practical programs that address the key development needs of public service employees.
As a common service organization under the Treasury Board's Common Services Policy, the School's curriculum is designed to support public service accountabilities and to respond to leadership competencies and government priorities. As an optional service provider, the School continuously responds to the needs of the Public Service in the most efficient and effective manner possible.
The School is integral to Public Service Renewal, offering a broad suite of courses to advance the renewal agenda. It also supports the priorities of the Public Service Renewal's Excellence Agenda by supporting the renewal of the workforce and workplace.
The School has a single strategic outcome: "Public servants have the common knowledge and the leadership and management competencies they require to fulfill their responsibilities in serving Canadians." Four program activities support this strategic outcome:
The chart below illustrates the Canada School of Public Service's complete framework of program activities, sub-activities and sub-sub-activities, which roll up and contribute to progress in achieving the strategic outcome.
Priority | Type[1] | Strategic Outcome(s) and/or Program Activity(ies) |
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Strengthening Curriculum | Previously committed to |
Strategic Outcome: Public servants have the common knowledge and the leadership and management competencies they require to fulfill their responsibilities in serving Canadians.
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Description | ||
Why is this a priority? In support of the School's Strategic Outcome, the School is committed to focusing on strengthening its curriculum to ensure that its programming remains relevant, efficient and meets the needs of the Public Service. The School will maximize its human resources and technologies to adapt quickly and deliver the highest quality learning and training products available in order to support other government departments. Plans for meeting the priority The School will undertake the following activities to meet this priority:
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Priority | Type | Strategic Outcome(s) and/or Program Activity(ies) |
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Building Partnerships | Previously committed to |
Strategic Outcome: Public servants have the common knowledge and the leadership and management competencies they require to fulfill their responsibilities in serving Canadians.
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Description | ||
Why is this a priority? To ensure that the School is in a position to meet the needs of the Public Service now and in the future, the organization is committed to building networks through effective partnerships, establishing collaborative arrangements with its key stakeholders and sharing best practices to provide the best quality, up to date, affordable and relevant products and services. Plans for meeting the priority The School will undertake the following activities to meet this priority:
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Priority | Type | Strategic Outcome(s) and/or Program Activity(ies) |
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Management of Change | Previously committed to |
Strategic Outcome: Public servants have the common knowledge and the leadership and management competencies they require to fulfill their responsibilities in serving Canadians.
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Description | ||
Why is this a priority? The School is committed to strategically prioritizing its efforts to achieve sustainable efficiencies while ensuring relevant, high-quality, best-value for money products and also assist public service employees through changing government priorities and the Government of Canada's efforts to bring transformative change and renewal to the Public Service. Plans for meeting the priority The School will undertake the following activities to meet this priority:
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The Government of Canada's Budget 2010 and Budget 2011 emphasized a commitment to reduce the current budgetary deficit, most notably through the government's priorities to make Canada's Public Service more efficient and effective. As a result, the federal Public Service will continue to undergo transformative change in order to reduce costs while maximizing effective and efficient service delivery to Canadians. While the Government of Canada's focus is on increasing efficiencies and modernizing the Public Service through changing priorities and renewal, this shift will also result in a fundamental change in the way the Public Service currently operates and how it will deliver services to Canadians in the future.
As a departmental corporation, the School operates primarily on a cost-recovery basis. The transformative changes facing the Public Service will require the School to identify new and innovative ways to quickly adapt its existing products and services and develop new offerings to meet evolving learning needs. In an effort to increase efficiencies and effectiveness, the School will commit to achieving a reasonable balance through the identification of sustainable efficiencies, while ensuring it has the capacity to fulfill its core role as the common learning provider for the Public Service.
It is within this context that the School has identified three key risk areas that have to be managed to enable it to achieve its strategic outcome. These risks include the relevance of its curriculum and the delivery of its products and services; the marketing of its products and services and growing its market share; and ensuring an adequate capacity to be responsive to client needs and support the School's programs in a timely manner.
The School is managing these risks taking into account its Management Agenda, which defined the following priorities to ensure the achievement of its strategic outcome: curriculum management, which focuses on renewing and updating the curriculum of courses and services in order to be more responsive to client needs; the development of a business model to establish a costing and pricing model for the various products and services; human resources, aligning human resource capacity to program requirements; and, the management of change, which aims to achieve success and excellence through transformation.
The risk mitigating actions in capacity looked at the changes in technology and how they bring opportunities to work in new and innovative ways to transform the way the School does business and delivers services. The Integrated Learning Management System (I-LMS), for example, has started to define new roles, responsibilities and skills required by the School in order to achieve its goal of transforming how it partners with learners and clients in a more accountable and timely manner.
Moving forward, to effectively manage efforts to bring transformative change and renewal to the Public Service, it will be essential for federal organizations to ensure that their employees are equipped with the necessary skills and expertise to deliver and manage government operations more effectively and efficiently, while providing value added services to Canadians. The School will continue to be proactive in its efforts to strategically review and strengthen its curriculum in support of departments' common learning needs, offering relevant learning products in areas such as workforce management, workplace well-being, change management, leading transformation and labour relations. Efforts in this area are also designed to support the priorities of the Public Service Renewal's Excellence Agenda by supporting the renewal of the workforce and workplace.
As part of the implementation of a 2006 Treasury Board directive, the School will no longer offer direct delivery of language training across the country, now that capacity exists within the private sector. Rather, the School will concentrate its efforts on supporting language training across the Public Service through the following activities: developing new methodologies and providing access to online language learning products, providing language learning plan services on a cost-recovery basis and supporting the availability of quality assured external providers. Risks associated with this shift in delivery will be mitigated through the implementation of a comprehensive transition plan and the exploration of alternative opportunities for affected employees and clients.
The School is committed to advancing and aligning its new business model with the Government of Canada's priorities by strategically prioritizing the School's efforts to achieve sustainable efficiencies. The organization will also be implementing its own internal change management strategy, including the strategic management of vacancies and staffing.
In 2012-13, the School will continue to focus on its core business of providing relevant, quality and affordable common learning and training solutions which are responsive and customized to the learning needs of public service employees. As such, the School will focus on solidifying its key role in supporting federal organizations in implementing spending reduction initiatives and managing in a time of fundamental change and ultimately laying the foundation for a streamlined, well-trained, higher-performing federal public service workforce of the future.
2012-13 | 2013-14 | 2014-15 |
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101,096 | 101,096 | 101,096 |
2012-13 | 2013-14 | 2014-15 |
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744 | 739 | 739 |
Performance Indicators | Targets |
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Number of learning activities that address leadership development, management competencies and common knowledge, and number of participants. Percentage of public service employees who, after attending School learning activities, feel that the training provided responded to their learning needs. |
Approximately 900 learning activities. Approximately 220,000 learner days (number of learners/participants multiplied by the number of days in training). 80 percent of learning activity participants feel that the training provided responded to their needs and was a worthwhile investment for their employer. |
Program Activity | Forecast Spending 2011-12 |
Planned Spending | Alignment to Government of Canada Outcomes | ||
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2012-13 | 2013-14 | 2014-15 | |||
Foundational Learning | 81,117 | 65,398 | 65,398 | 65,398 | Well managed and efficient government operations |
Organizational Leadership Development | 13,931 | 11,101 | 11,101 | 11,101 | |
Public Sector Management Innovation | 9,291 | 8,280 | 8,280 | 8,280 | |
Total Planned Spending | 84,779 | 84,779 | 84,779 |
The transition to a new language training model in 2012-13 is the main reason for the reduction in the School's planned spending in comparison to fiscal year 2011-12.
Program Activity | Forecast Spending 2011-12 |
Planned Spending | ||
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2012-2013 | 2013-2014 | 2014-2015 | ||
Internal Services | 18,975 | 16,317 | 16,317 | 16,317 |
Total Planned Spending | 101,096 | 101,096 | 101,096 |
Planned spending for Internal Services will decrease in 2012-13 as a result of reduced supporting activities for language training.
For information on our organizational appropriations, please see the 2012-13 Main Estimates publication.
The School has a single strategic outcome: "Public servants have the common knowledge and the leadership and management competencies they require to fulfill their responsibilities in serving Canadians." Four program activities support this strategic outcome:
The School was created to ensure that all employees of the Public Service of Canada have the required competencies and common knowledge to serve Canadians in the most efficient and effective way possible. To achieve this goal, the School continues to offer a strong curriculum that focuses on the key skills and knowledge required by a dynamic public service that is constantly changing and adapting to the needs of its stakeholders and Canadians. At the same time, the School also relies on the consistency of its training and learning activities to ensure that public service employees have the common skills and knowledge expected of them.
In 2012-13, the School will continue to focus its efforts on providing relevant products and services which are designed to equip public service employees with the knowledge and tools required to more effectively manage shifting government priorities during a time of transformative change and renewal across the Public Service.
The School, through its Foundational Learning program activity, contributes to building a professional workforce by providing the learning required for public service employees to serve Canadians. Four initiatives support this program activity:
2012-13 | 2013-14 | 2014-15 |
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65,398 | 65,398 | 65,398 |
2012-13 | 2013-14 | 2014-15 |
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268 | 263 | 263 |
Program Activity Expected Results | Performance Indicators | Targets |
---|---|---|
Public service employees' learning objectives are met in the foundational learning activities provided by the Canada School of Public Service. | The School will identify the percentage of participants who report their learning objectives were met through CSPS foundational learning activities. | 80% of respondents report learning objectives met. |
Planned Initiatives/Projects | Description of Plans | Strategic Linkages |
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1. Building partnerships and networks through collaborative arrangements |
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2. Official Languages Learning |
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3. Curriculum Management |
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The School strengthens the Public Service and contributes to Public Service Renewal by building the leadership competencies of existing and emerging leaders through leadership development programs.
Across government there is renewed focus on leadership accountability. This reality, combined with an increased number of employees and executives eligible for retirement has increased demand for those programs that develop leaders for a modern public service in a globalized environment.
Three initiatives support this program activity:
2012-13 | 2013-14 | 2014-15 |
---|---|---|
11,101 | 11,101 | 11,101 |
2012-13 | 2013-14 | 2014-15 |
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102 | 102 | 102 |
Program Activity Expected Results | Performance Indicators | Targets |
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Public service managers, executives and senior leaders are satisfied with the leadership development courses, programs and activities received. Public service managers, executives and senior leaders are able to apply their leadership competencies in the workplace. |
The School will measure the degree of satisfaction of public service employees with the leadership activities provided. The School will determine the percentage of public service managers, executives and senior leaders who intend to apply the knowledge acquired through leadership development activities in their workplace. |
Leadership activities receive an average rating of 4 on a 5-point scale on overall satisfaction. 80 percent of participants able to apply their acquired knowledge. |
Planned Initiatives/Projects | Description of Plans | Strategic Linkages |
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1. Building partnerships and networks through collaborative arrangements |
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2. Re-design of the Assistant Deputy Minister leadership programming |
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3. Executive Leadership and Learning Development Strategy |
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The School enhances the performance of the Public Service by disseminating innovations and leading practices in public management and providing public service organizations with advice and support regarding learning and change management. Two initiatives support this program activity:
2012-13 | 2013-14 | 2014-15 |
---|---|---|
8,280 | 8,280 | 8,280 |
2012-13 | 2013-14 | 2014-15 |
---|---|---|
77 | 77 | 77 |
Program Activity Expected Results | Performance Indicators | Targets |
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Public service organizations have access to tools and services to help them integrate learning, manage change and innovate. Public service organizations integrate learning, manage change and innovate by adapting best practices. |
The School will track the number of organizations provided with Public Sector Management Innovation advisory services. The School will measure the degree of satisfaction of public service organizations with the School's Public Sector Management Innovation advisory services. |
25 departments and agencies provided with Public Sector Management Innovation advisory services. A satisfaction rate of 80 percent. |
Planned Initiatives/Projects | Description of Plans | Strategic Linkages |
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1. Building stronger ties with learners |
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2. Customized interventions for federal organizations |
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Internal Services are groups of related activities and resources that are administered to support the needs of programs and other corporate obligations of an organization[2]. Internal Services include only those activities and resources that apply across an organization and not to those provided specifically to a program.
2012-13 | 2013-14 | 2014-15 |
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16,317 | 16,317 | 16,317 |
2012-13 | 2013-14 | 2014-15 |
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297 | 297 | 297 |
Planned Initiatives/Projects | Description of Plans | Strategic Linkages |
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1. Human Resources Plan
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2. Business Model[3] |
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3. Service Excellence Strategy |
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4. Faculty Strategy |
As part of the School's Faculty Strategy, the School will aim to:
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5. Business Intelligence |
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$ Change | Future-Oriented 2012-13 |
Future-Oriented 2011-12 |
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Total Expenses | -25,904 | 120,260 | 146,164 |
Total Revenues | -17,885 | 50,000 | 67,885 |
Net Cost of Operations | -8,019 | 70,260 | 78,279 |
$ Change | Future-Oriented 2012-13 |
Future-Oriented 2011-12 |
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Total assets | -1,323 | 16,833 | 18,156 |
Total liabilities | -3,264 | 17,794 | 21,058 |
Equity | -1,941 | -961 | -2,902 |
Total | -1,323 | 16,833 | 18,156 |
The financial highlights presented in this Report on Plans and Priorities are intended to serve as a general overview of the School's financial position. More information is available on the School's website.
All electronic supplementary information tables found in the 2012-13 Report on Plans and Priorities can be found on the Treasury Board of Canada Secretariat's web site:
[1] Type is defined as follows: previously committed to—committed to in the first or second fiscal year prior to the subject year of the report; ongoing—committed to at least three fiscal years prior to the subject year of the report; and new—newly committed to in the reporting year of the RPP or DPR.
[2] Internal Services includes: Management and Oversight Services; Communications Services; Legal Services; Human Resources (HR) Management Services; Internal Audit, Financial Management Services; Information Management (IM) Services; Information Technology (IT) Services; Real Property Services; Material Services; Acquisition Services; and, Travel and Other Administrative Services.
[3] The School's business model is a representation of how the organization intends to deliver its products and services in a cost-effective and sustainable manner, based on client needs. In addition to the costing/pricing framework, other main elements include the foundation (reputation and experience), the infrastructure (core capabilities, partners and business lines), the value proposition of the offered products and services and the clients of the organization.