ARCHIVED - RPP 2006-2007
Canada School of Public Service

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Section II – Analysis of Program Activities by Strategic Outcome

Analysis by Program Activity

The School’s priorities for the planning period and its contributions to the achievement of the Strategic Outcome are highlighted in this section.  Our support of learning objectives for the Public Service also contributes to the broader achievement of the objectives outlined in Canada’s Performance Report [http://www.tbs-sct.gc.ca/report/govrev/05/cp-rc-eng.asp ]. 

The PAA¹ has one Strategic Outcome: Public servants have the common knowledge, and leadership and management competencies required to effectively serve Canada and Canadians.  This Strategic Outcome is supported by Corporate Level Services that ensure effective decision-making is supported through integrated advice and information strategies and the provision of high quality corporate services².

The following three program activities contribute to achieving the School’s Strategic Outcome:

1. Public servants able to perform in their current job, take on the challenges of the next job in a dynamic, bilingual environment;
   
   
2. Public Service has strong leaders delivering results for Canadians; and
   
   
3. Public Service organizations innovate to achieve excellence in delivering results for Canadians.

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¹ See Section V, Appendix 1: Program Activity Architecture
² See Section IV for details regarding corporate services priorities

Program Activity:

Public servants able to perform in their current job, take on the challenges of  the next job in a dynamic, bilingual environment

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$79,105	$63,161	$60,047

 

Human Resources (FTEs):

2006-2007	2007-2008	2008-2009
701	648	630

Providing public servants with learning activities aligned with public service management priorities, contributing to a professional and effective Public Service.  This Program Activity is supported by three key sub-activities:

• Strengthen capacity of public servants to meet the employer’s knowledge standards;
  
  
• Public Sector management and professional foundations are built and sustained through targeted learning; and
  
  
• Facilitate official languages capacity.

Each sub-activity is detailed below.

Key Program Sub-Activity:

Strengthen capacity of public servants to meet the employer’s knowledge standards

Building individual capacity based on consistent standards for learning and performance across the Public Service.

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$28,887	$28,523	$27,659

Orientation to the Public Service Program

 

The outcome of the Orientation to the Public Service program is to foster a sense of Public Service identity by introducing new employees to a common culture based on a core set of values and ethics, an inclusive workplace and an organizational structure. All new entrants to the Public Service, including senior level entrants from outside the Public Service, will receive a two-day basic orientation.³

Required Training

Design, pilots and initial orientation sessions were delivered in 2005-06. Based on these pilots, initial offerings of Orientation to the Public Service are planned to reach all new federal employees. Steady state will be achieved in 2007-08.

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³ As stipulated in the Policy on Learning, Training and development, the Orientation to the Public Service program is currently provided only to core Public Service organizations under Schedules I & IV of the FAA and is accessible to Schedule V employees on a cost recovery basis.

Authority Delegation Training

The outcome of Authority Delegation Training is the acquisition of the fundamental knowledge and skills to meet legal requirements, exercise authority delegation competently and, understand corporate policies and priorities.  A systematic learning program will provide all managers with the mandatory training necessary to execute their delegated authorities for finance, human resources, information management and contracting in compliance with the relevant legislation. The intent is to provide managers at all levels with a clear and valid understanding of roles and responsibilities associated with their management level, as well as the basic delegated authorities.

Initial delegation training sessions were designed, piloted and evaluated in 2005-06.  Authority Delegation Training, administered by the School, will be implemented in 2006-07.  Steady state will be achieved in 2007-08 at which time it is anticipated that the School will deliver Authority Delegation Training to 5,000 participants each year.  Throughout the planning period, the School will review and incorporate new and revised policies and programs to ensure training continues to reflect the knowledge standard of the employer.

Authority Delegation Assessment

As of April 1, 2006, online products on Campusdirect were made available to public servants free of charge. This wide access to the School’s e-learning tool makes it possible to utilize the Campusdirect Learner Management System as the platform for hosting the new on-line Authority Delegation Assessment instrument.

All existing managers are to undertake an assessment to validate their knowledge of the employer’s knowledge standards in areas of human resources, finance, procurement and information management by December 2006.  Managers may also access practice tools and reference material on Campusdirect to refresh their knowledge prior to taking the on-line assessment. Under the TB Policy on Learning, Training and Development, this validation is to be renewed at least once every five years. Design and refinement of the instrument will occur in 2006/07 and refinement, updating of the instrument will occur throughout the planning period.

Key Program Sub-Activity:

Public sector management and professional foundations are built and sustained through targeted learning

Providing functional specialists with the acquisition and maintenance of knowledge, skills and competencies related to their level and functions

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$16,443	$15,702	$13,609

Functional communities are identified and strengthened through specialized learning

The outcome of professional training is to ensure public servants in specialized functions such as finance, human resources, information management, procurement, materiel management and real property (PMMRP) acquire the fundamental knowledge and skills needed to perform their job competently.  This will support effective decision-making processes within the work environment in line with the implementation of the Management Accountability Framework.  It is anticipated that the School will deliver the bulk of Professional Training initially, but that the role of other accredited partners will steadily increase as programs are established.

Develop a Functional Communities Strategy

Professional foundations components, including a complete curriculum of seven learning courses, were piloted in 2005-06 for the IM community. The development of eight foundation courses was initiated for the PMMRP community during the same period.

In 2006-07 the School will work with functional communities as key learning partners to

• Build the capacity of functional communities members to perform their current job, meet the challenge of the next one and lead change;
  
  
• Develop customized learning frameworks that respond to functional communities requirements;
  
  
• Design, develop and deliver blended learning products that support orientation, accountability, professionalism and leadership development within the Public Service; and
  
  
• Provide timely access to required learning products for the management cadre and for functional specialists.

In 2007-08, comprehensive training will ramp up to include an anticipated 10% of functional community managers and functional specialists annually.  The achievement of steady state is anticipated in 2008-09 for the first two communities of IM and PMMRP.

Key Program Sub-Activity:

Facilitate Official Languages capacity

Facilitating a coordinated approach to Official Languages capacity to ensure the Public Service maintains a bilingual capacity, recognizing that a second official language is acquired and maintained through lifelong learning.

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$33,775	$18,936	$18,779

A new model for language training

The outcome of this program is to effectively and efficiently provide for access to language training for public servants.  Over the past year, an advisory group of Assistant Deputy Ministers (ADMs) conducted an extensive review of the current language training model in the Public Service.  The School, working closely with the Privy Council Office, Treasury Board Secretariat and Public Service Human Resource Management Agency of Canada, has re-tooled Public Service language training based on the ADM advisory group’s recommendations.

Promote a New Model for Language Training

During the planning period, the School will transition to the new model, moving from a provider of language training to a manager of delivery through pre-qualified partners to become

• A national, fully integrated organization, with a strong presence in the regions;
  
  
• An organization that works in partnership with private language schools, provincial governments, community colleges and universities in order to complement each other’s strengths;
  
  
• An organization with a strong leadership role in applied research, product development (blended learning), quality assurance, strategic advice and services to departments and agencies; and
  
  
• An organization that has migrated from a statutory training strategy to one of lifelong learning.

Major initiatives in 2006-07 include

• Development and implementation of policies, procedures, standards, evaluation / QA criteria and reporting mechanisms to guide the implementation of the new model for language training;
  
  
• Provide advice to Public Works and Government Services Canada (PWGSC) on standards to be included in Master Standing Offers in the National Capital Region to facilitate the provision of language training services by pre-qualified service providers;
  
  
• Implementation of new blended learning approaches and extension of the catalogue of language training e-learning products available online through Campusdirect; and
  
  
• Preparation of a transition progress report by the end of 2006-07.

Transition activities will continue into the following fiscal year with the achievement of a steady state by the end of 2008-09.

Program Activity:

Public service has strong leaders delivering results for Canadians

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$14,908	$14,678	$14,632

Human Resources (FTEs):

2006-2007	2007-2008	2008-2009
114	137	141

Renewing the Public Service by building strong leadership competencies for existing and emerging managers. 

Three distinct sub-activities support this Program Activity:

• Learning opportunities are accessible to enable public servants to become better leaders;
  
  
• Systemic development of high potential public servants; and
  
  
• Developing leaders with stronger contextual knowledge.

Following below are details on each of these three sub-activities.

Key Program Sub-Activity:

Learning opportunities are accessible to enable public servants to become better leaders

Ensuring that current and future leaders have the leadership competencies to deliver results and lead change.

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$7,053	$6,785	$6,779

The development of leadership competencies for managers, executives and senior leaders

The outcome of this program area is to equip Public Service leaders with the competencies in coaching, leading people, leading change, as well as possessing a global perspective in order to be effective decision-makers, service providers, policy-makers and planners.  The School will provide managers, executives and senior leaders with the tools and opportunities to develop, share and apply the knowledge, know-how and leadership qualities needed to be effective public sector leaders in a global context.   

During the three year planning period, major priorities are to

• Deliver courses to enhance leaders’ capacity to lead change and meet corporate goals, and deliver courses to enhance leaders’ capacity to coach and lead people;
  
  
• Provide various learning programs to senior leaders (i.e. Deputy Ministers, Heads of Federal Agencies, senior new entrants) including introductory and orientation programs, events and seminars;
  
  
• Review and enhance existing courses to ensure they meet learners’ needs and standards of excellence in leadership development;
• Develop a concept paper on global leadership, global issues and best practices in global leadership development strategies in 2006-07 to provide content and context for learning events; validate and contextualize paper to Canadian public sector and senior leaders’ learning needs in 2007-08;
• Develop a two-year School strategy for global leadership development specifying learning activities and target audiences in 2007-08; projects in Phase I of the strategy are to be developed and implemented by March 2009;
• Manage the International Executive Leadership Development program; develop a promotional strategy for the International Executive Development program; continue delivery of Canada/Sweden and Canada/Ireland program in 2007-08; obtain two new clients for the International Executive Development program in 2008-09;

Key Program Sub-Activity:

Systemic development of high potential public servants

Providing structured and comprehensive career development learning programs to high potential public servants that support succession planning at the corporate and government-wide level.

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$5,436	$5,229	$5,225

The outcome of this program area is to ensure the Public Service’s most senior leaders are equipped with the requisite skills and competencies to lead their organizations.  Leadership development programs for managers provide a suite of foundational, strategy-specific and leading change courses.  These offer a pluralistic approach to leadership development with a special focus on diversity and values and ethics to ensure that current and future leaders at the entry to first level executives have the leadership competencies to deliver results to Canadians and maintain a world-class Public Service.

During the planning period, major priorities related to the systemic development of high potential public servants will be to

• Deliver the educational components of the Management Trainee Program (MTP), Career Assignment Program (CAP) and Accelerated Executive Development Program (AEXDP);
  
  
• Deliver Direxion and Living Leadership: The Executive Excellence Program;
  
  
• Pursue the development of an Advanced Leadership Program in 2006-07 to develop Assistant Deputy Ministers and high-potential Directors General and prepare them to occupy top positions; refine and fully implement in subsequent years -2007-08 and 2008-09; and
  
  
• Implement Master Standing Offers to facilitate the provision of leadership development programs and services by accredited suppliers.

Key Program Sub-Activity:

Developing leaders with stronger contextual knowledge

Providing organizations and their leaders with leading-edge knowledge on trends and issues of strategic importance to the Public Service, with smart practices in public management and innovative solutions to common management problems, and encouraging the adoption and application of this knowledge in the pursuit of excellence.

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$2,419	$2,664	$2,628

Individuals have a greater understanding of broader public service management and global context

The outcome of this program area is to provide senior leaders with access to knowledge of global issues that impact their leadership effectiveness and of innovations in global governance.

Activities during the planning period include

• Manage the School’s partnership with the UK National School of Government and the U.S. Federal Executive Institute.  Provide advice and guidance on learning, leadership and instructional design on an ongoing basis;
• In 2006-07, participate in the development of a program framework for Global Education Network (GEN), an international consortium of public sector learning institutes focused on global public sector leadership and innovations in global governance.  GEN provides a global leadership development opportunity for senior Canadian public leaders;
• In 2007-08, lead the School’s participation in CAPAM (Commonwealth Association for Public Administration and Management), including a presentation or workshop at the 2007 CAPAM conference; evaluate effectiveness of the partnerships with the UK and U.S.; and
• Develop an International Strategy for the School, including a partnership approach; implement in 2007-08, evaluate in 2008-09.

Program Activity:

Public service organizations innovate to achieve excellence in delivering  results for Canadians

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$15,110	$16,508	$17,657

Human Resources (FTEs):

2006-2007	2007-2008	2008-2009
115	155	169

Enhance the performance and effectiveness of the Public Service by documenting and transferring innovations and best practices in public management.

The above Program Activity is supported by two key sub-activities:

• Enhance capacity of organization; and
• Knowledge on innovative management practices and current issues is transferred.

These sub-activities are described below.

Key Program Sub-Activity:

Enhance capacity of organizations

Providing a focal point for engaging organizations in aligning their learning agenda with departmental priorities in order to improve their performance.

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$5,849	$6,858	$8,048

Departmental client relations

The outcome of this program area is to achieve excellence in delivering results for Canadians by providing them with a single window into the School to assist them in:

• Identifying their organizations’ learning needs; and
• Accessing the full range of the School’s expertise and programming to meet those needs.

The School introduced the concept of the departmental client relations function and account executives as the single window into the School in 2005-06.  Account executives are assigned a portfolio of departments and agency for which they are responsible to support.  Their role is to engage senior leaders in every department and agencies and to coordinate the provision of in-depth advice and hands-on support using the full range of expertise in the School.  The specific accountabilities of the School’s account executives, working with the School’s regional directors across the country, are to build relations with departments and agencies to

• Build relationships with Departments/Agencies, Regional Councils

  Better understand their business and learning needs, and provide information on the full range of the School’s services and programming;
• Assist departments and agencies to identify their learning gaps and needs;
  
  
• Connect departments and agencies with common learning needs to facilitate the sharing and development of learning solutions and sharing of best practices;
  
  
• Coordinate expertise and advice from program areas across the School as required, to provide integrated solutions to departments and agencies needs; and
  
  
• Support departments and agencies to meet the requirements of the Treasury Board Policy on Learning, Training and Development.

The School’s regional directors, working with the account executives, are accountable for building relationships with Regional Federal Councils and regional operations of departments and agencies to support the learning needs of federal regional operations and the effective regional delivery of the School’s programming.

This is a new activity within the School, with staffing ramping up in 2006-07. By the end of 2006-07

• A relationship will have been established with all departments and agencies;
  
  
• All departments and agencies will have been supported in meeting the requirements of the Treasury Board Policy on Learning, Training and Development;
  
  
• Support for broader learning needs will be provided on a case-by-case basis, according to departmental needs and the capacity of the School to deliver; and

Effectiveness of organizations in strengthened

Working closely with the School’s account executives, this program area provides senior leaders and executives with expert advice and support on using organizational learning and development to address business challenges and priorities, adopt smart practices and improve the performance of their departments and agencies.  As well, advice and support will be provided to policy authorities in central agencies on using learning and development to help them effectively implement major government-wide modernization and policy initiatives. 

• In 2006-07, the School will build on the successful practices, established through the support provided to departments during the implementation of the Public Services Modernization Act in 2005-06, to assist departments in meeting other transformation needs of the government.   In addition, the School will provide support to senior leaders and executives in building the organizational learning capacity necessary to advance the government’s agenda; and
• In 2007-08, the School will offer expanded service in these areas to targeted departments undergoing transformations and will reach steady state in 2008-09.

Key Program Sub-Activity:

Knowledge on innovative management practices and current  issues is transferred

The domestic and global environments are scanned, important trends and issues in public management are analyzed and awareness and understanding of them is built in the Public Service.

Financial Resources ($thousands):

2006-2007	2007-2008	2008-2009
$9,261	$9,650	$9,609

Ensuring greater understanding of emerging issues and supporting the adoption of innovative practices

The outcomes of this sub activity are to align the School’s offerings with knowledge on state-of-the-art management practices and emerging issues informed by public sector management priorities.  Various approaches will be used to gather and transfer this knowledge.  Some will involve working with executive teams of selected organizations.  Others will entail engaging public servants from a number of departments and agencies in the problem-definition, assessment and solutions implemented by their respective organizations, as well as in other organizations in Canada and abroad.  The aim is to identify smart and innovative practices and to develop strategies for transferring that knowledge.

The key projects or activities are

• The identification of emerging issues and innovative management practices which in turn informs the School’s priorities for programming;
• Transfer knowledge on emerging issues and innovative management practices; and
• Large-scale knowledge transfer activities are organized and executed.
  

Over the planning period major delivery priorities in support of these activities/projects include

• In 2006-07, the work on innovative management practices will mainly focus on accountability, leadership and human resources management.  The School will also begin documenting factors that support or prevent the adoption of these innovations and practices by public servants;
• Develop and operationalize a scanning system involving public servants and national and international networks of academics, practitioners and partner organizations by late 2006-07 or early 2007-08;
• In 2006-07, incorporate knowledge on emerging issues and innovative management practices into armchair sessions, large-scale conferences and other seminars;
• In 2006-07, the School will design and launch a series of dialogue sessions for senior public servants to identify and openly discuss common challenges. The School will also reposition its university-related initiatives to support School and government priorities and to align with its focus on identifying and transferring knowledge on emerging issues and smart practices in public management.. For 2007-08 to 2008-09, these will become steady state activities;
• Develop customised products to ensure that knowledge on innovations and smart practices is integrated in the School’s courses, advice to departments and other learning activities; and
• A new contribution program that better aligns external expertise with the priorities of the School and Public Service will be implemented in 2006-07

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