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The diagram presents a circular flow chart illustrating the four aspects of asset management. Arrows connect the concepts indicating a logical sequence of steps. The first, assessment and planning of requirements, leads to acquisition. Acquisition is subsequently followed by operation, use, maintenance and management, and lastly, disposal. A final arrow directs back to assessment and planning implying the recurring nature of this cycle.
The diagram presents a circular flow chart illustrating the four aspects of asset management. Arrows connect the concepts indicating a logical sequence of steps. The first, assessment and planning of requirements, leads to acquisition. Acquisition is subsequently followed by operation, use, maintenance and management, and lastly, disposal. A final arrow directs back to assessment and planning implying the recurring nature of this cycle.
The image is a graphical illustration of the information described above. It depicts employees and managers at the centre of the diagram representing their primacy in the process of implementing a learning agenda. Surrounding the employees and managers are the implementation partners. As stated above, partners in program design and delivery include: departments and agencies, the Treasury Board of Canada Secretariat Program Office, the Professional Development Advisory Committee and the Continuous Learning Working Group, Training and Development Canada and the Canadian Centre for Management Development (now the Canada School of Public Service); external professional certification organizations (for example the National Institute of Government Purchasing) and professional institutes providing learning opportunities (for example the Canadian Institute for Procurement and Materiel Management, the Real Property Institute of Canada); and bargaining agents representing employee interests.
The diagram presents a timeline of the evolution of the program from its conception in 1998 to its accomplishments and desired ambitions in 2006 and onwards. At its conceptual phase, the program was community driven and endorsed by ministers. As the program evolved, various notable achievements have been realized. First, in terms of professional development, a Highest Priorities Study and a Demographic Study were conducted. Moreover, a Learning Framework, a Core Competency Profile, Communication Tools, and Program Curriculum were established. These activities paved the way for certification, including a learning path that identifies required courses and course providers. Several standards and guides have been developed to facilitate this process. These include: the Canadian General Standards Board’s Standard for Competencies for the Procurement, Materiel Management and Real Property Community and the Treasury Board of Canada Secretariat Program Manual and the Certification Application and Maintenance Handbook.
The Program continues to progress, including updates and finalization of course content for professional development, as well as developing assessment tools for level II and level III Certification. It also indicates a desire to establish national and international liaisons. The diagram further seeks to emphasize that the entirety of these initiatives have been achieved through continuous community and stakeholder engagement.