ARCHIVED - Canada School of Public Service - Report

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Minister's Message

I am pleased to present the 2011-2012 Report on Plans and Priorities for the Canada School of Public Service (the School), the Government of Canada's partner in learning.

The School will continue to fulfill its key role of delivering on the Government of Canada's Policy on Learning, Training and Development by focusing on strengthening its Foundational Learning, Organizational Leadership Development and Public Sector Management Innovation.

The School directly supports Public Service Renewal by ensuring public service employees have the knowledge and skills to support the current and future performance of the Government of Canada. The School will continue to support deputy heads by providing products and services of top quality that are relevant and meet the Public Service's needs and priorities.

By providing public service employees' with one-stop access to learning, leadership, management and professional development, the School continues to contribute to a strong workforce, one that is highly skilled and equipped to serve Canadians with excellence.

I invite you to read this report and visit the School online at www.myschool-monecole.gc.ca to see the learning and development activities provided by the School to support a strong Public Service.

 

 

Section I - Departmental Overview

Raison d'être

Responsibilities

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:

• encourage pride and excellence in the Public Service;
• foster a common sense of purpose, values and traditions in the Public Service;
• support deputy heads in meeting the learning needs of their organizations; and
• pursue excellence in public management and administration.

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 and professional development across the Public Service by identifying organizational needs and designing and delivering high-quality and practical programming that addresses the key development needs of public service employees.

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.

Strategic Outcome and Program Activity Architecture (PAA)

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Planning Summary

Financial Resources ($ thousands)

2011-12	2012-13	2013-14
104,949	104,343	104,343

Human Resources (FTEs)

2011-12	2012-13	2013-14
940	940	940

Strategic Outcome : Public servants have the common knowledge and the leadership and management competencies they require to fulfill their responsibilities in serving Canadians

Performance Indicator	Targets
Number of learning activities that address leadership development, management competencies and common knowledge, and number of participants.	Approximately 900 learning activities Approximately 220,000 learner days (number of learners/participants multiplied by the number of days in training).
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.	80 percent of learning activity participants feel that the training provided responded to their needs and was a worthwhile investment for their employer.

($ thousands)

Program Activity	Forecast Spending 2010-11	Planned Spending			Alignment to Government of Canada Outcomes
		2011-12	2012-13	2013-14
Foundational Learning	80,984	65,977	65,459	65,459	Well-managed and efficient government operations
Organizational Leadership Development	20,866	11,108	11,110	11,110
Public Service Management Innovation	11,478	11,303	11,304	11,304
Internal Services (Note A)	20,724	16,561	16,470	16,470
Total Planned Spending	134,052	104,949	104,343	104,343
Services received without charges (Note B)	15,881	15,772	15,772	15,772
Severance Pay	1,136	570	570	570

Notes:

1. The planned spending for Internal Services in 2011-12 is less than the amount forecast for 2010-11 to reflect the offsetting of planned revenues in the amount of $50 million.
   
   
2. Includes the following services received without charge: accommodation charges (Public Works and Government Services Canada), legal services (Justice Canada), and contributions covering the employer's share of employees' insurance premiums and expenditures (Treasury Board Secretariat).

Contribution of Priorities to Strategic Outcome

Operational Priorities	Type	Links to Strategic Outcome	Description
Strengthening Curriculum	Previous commitment	By strengthening its curriculum, the School ensures its available programming is relevant in meeting client needs and public service priorities, which contributes to fulfilling the collective responsibility of public servants to serve Canadians.	Strict planning based on new business model and forecasted revenues. Faculty focused on the use of experienced public service employees. Evergreen and relevant curriculum that meets the needs of our clients across Canada.
Building Partnerships	New	By establishing partnerships, the School explores future business opportunities to fulfill its cost-recovery mandate, and strengthens linkages to broaden the scope of learning tools available to public service employees to help them perform at their maximum capacity.	Within the Public Service and other governmental organizations (e.g. Crown corporations). With Canadian universities and colleges. Through new business development initiatives.

Management Priorities	Type	Links to Strategic Outcome	Description
Management of Change	New	The evolution of the Canadian context influences the priorities of the Public Service. The Public Service itself has gone through important transformation since the creation of the School in 2004. In 2011-12, the School will focus on managing the change within the School that is necessary to stay relevant and offer the best value for money for its clients.	Human Resources (HR) Plan - People (new skills, talent management). Ensure reliance, performance and rationalization of Information Management (IM)/Information Technology (IT) platforms (focus on the Integrated Learner Management System (ILMS), e-learning, design, etc. Alignment of the School's activities, expected results and performance measures.

Risk Analysis

The School is affected by several environmental factors including fiscal restraint, demographic transition, evolving technology, Public Service Renewal, alignment of human resources, and the requirement to generate revenues to fund ongoing operations. The reduction of appropriated funding through the Government of Canada's Strategic Review exercise (funding reductions of $11.3 million in 2011-12 and ongoing), combined with the requirement for all federal departments to absorb employee compensation adjustments, adds further complexity to the School's capacity to deliver its programs and activities. While the revenues the School has generated through cost recovery activities have increased in recent years, the School has forecasted that revenues will achieve a steady state in 2011-12 and beyond.

Budget 2010 emphasized the Government of Canada's plan to reduce the current budgetary deficit. Despite the importance placed on ongoing training and development of employees, there remains a strong discretionary component to training budgets among the School's client departments, which could impact their availability of training funds. To mitigate this risk, the School will continue to focus on providing relevant and affordable learning solutions for clients while seeking to increase operational efficiencies. In support of its learning and training activities, the School will also adopt a coordinated approach to its marketing, communications and engagement activities to support its objectives and priorities.

Public Service Renewal remains a priority for the Government of Canada. The Public Service is undergoing a pronounced demographic transition as many public service employees approach retirement and new recruits join the workforce. This will create increased pressures on the School to provide learning and training that is relevant and that adds value to the development and skills of public service employees in serving Canadians. To mitigate this risk, the School will focus on strengthening its curriculum so that it will meet the needs of the Public Service now and in the future. The School will also work towards building effective partnerships with its key clients and stakeholders to ensure that it can respond to the changing dynamics of the Public Service.

At the same time, the School will need to recruit public service employees with the skills and competencies necessary to perform the work required. Employee development objectives continue to create high expectations for quality learning products and services. If the School does not have the right people in place it will risk missing out on the opportunity to provide learning and training for the next generation of public service employees. The School will manage this risk by using its human resources and technologies to deliver the highest quality learning and training products available.

The implementation of the Integrated Learner Management System (ILMS) continues to be a key risk for the School and is required to replace the School's legacy registration systems. Phase 1 of the ILMS implementation was completed in April 2010. Phase 2 of ILMS implementation involves the migration of residual content from the Campusdirect system and migration of the Language Training Centre and was undertaken in 2010-11.

The decommissioning of the School's legacy systems and replacement with the new system and platform is necessary to ensure the ongoing viability of its operations.

Expenditure Profile

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Estimates by Vote

Estimates by Vote are presented in the 2011-12 Main Estimates, which are available at http://www.tbs-sct.gc.ca/est-pre/20112012/me-bpd/info/info-eng.asp.

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