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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 |