Report to Parliament 2006–2011
Table of Contents
The Canada School of Public Service (the School) helps deputy ministers address the learning needs of their organizations. It provides departments with the learning products and services they need to ensure
that their employees have the skills and knowledge to support the federal government as it looks to improve its efficiency and deliver better services to Canadians with fewer resources.
As required under subsection 19(3) of the 2004 Canada School of Public Service Act, the Board of Governors (the Board) must make a report every five years. Its first Report to Parliament
2001-2006 touched on the three founding institutions and highlighted changes that shaped the direction of the School. An addendum, published in 2009, states that the School would focus on Orientation and
Certification, Delivery of Training and Development Courses and Promoting of Best Practices in order to support the Public Service Renewal agenda and fulfil the School's mandate.
As noted in the Clerk of the Privy Council's 18th Annual Report to the Prime Minister on the Public Service of Canada, "Canadians need—and expect—a high-performing
Public Service that can deliver results in a fast-changing world." He emphasizes that "whether public service renewal efforts are aimed at the workforce or the workplace, the goal is to achieve
excellence in all aspects of our business—in management, in policy, in program and service delivery, and in regulation."
Consistent with this goal, the Board's Report to Parliament 2006-2011 outlines how the School has focused on achieving excellence by changing the way it does business to be more creative, adaptable
and efficient. In highlighting some of the School's organizational changes, approaches and accomplishments, the report illustrates how, over the past five years, the School has strived to provide public
service employees with one-stop access to learning, leadership, management and professional development.
This report relies on data collected from three legacy systems as well as the School's Integrated Learning Management System (I-LMS), which is being implemented in a phased approach.
I-LMS provides a new IT infrastructure by merging the School's existing registration and reporting systems for online, classroom training and languagetraining into a single, integrated approach
to ensure operational efficiency. In addition, the Report reflects the period prior to implementing Strategic Review 2009-2010 reallocations and program changes.
The Report also coincides with a new direction for the School. Starting in 2010-11, the School began implementing a Management Agenda that focuses on three key areas for action:
- Managing the School's curriculum
- Clarifying the School's Business Model
- Aligning human resources to the Business Model
This transformative management agenda has achieved significant efficiencies allowing the School to adapt to the changing fiscal environment. In 2010-11, significant ongoing operational efficiencies were
realized through IT, hospitality and procurement. The launch of the Management Agenda was followed by a major reorganization of the School's operations and management structure. This reorganization positions
the School to capitalize on efficiency gains while placing greater focus on strengthening the School's learning products and services.
The School's 2010-11 curriculum review resulted in the removal of 25 percent of low performing courses, an update for relevance of 15 percent of courses held and a check for content, relevance and
translation of 100 percent of courses.
During the reporting period, the management and operation of the School shifted to a business model that is better texted to its cost recovery reality. This reality resulted in more than half of the
School's operating budget being derived from revenues earned by providing learning opportunities. This transformation will continue, and the School is well positioned to respond to the ongoing and emerging
needs of the public service by focusing on the relevance, affordability and quality of its learning products and services.
The School will continue to fulfil its role of delivering on the Treasury Board Secretariat's 2006 Policy on Learning, Training and Development and on Public Service Renewal by focusing on
strengthening its programs and activities related to Foundational Learning, Organizational Leadership Development and Public Sector Management Innovation.
The Board of Governors invites you to learn more about the School's learning and development activities to support a strong public service by visiting
Original version signed by:
Chair, Board of Governors
Canada School of Public Service
Guy Mc Kenzie
Canada School of Public Service
The Canada School of Public Service (the School) is the common learning service provider for the Public Service of Canada. It has a legislative mandate, under the 2004 Canada School of Public Service
Act (CSPS Act), to provide a range of learning activities to build individual and organizational capacity and management excellence within the public service. It is in a unique position to
offer learning services, in both official languages, to all public service employees at all levels across the country, as well as to functional communities.
The School was created to ensure that public service employees have the required competencies and common knowledge to serve Canadians in the most efficient and effective way possible. To achieve this goal,
the School offers a strong curriculum that focuses on the key skills and knowledge required by a dynamic public service that is constantly changing and adapting to serve the needs of Canadians.
Responsibilities of the School
Established on April 1, 2004 under the Public Service Modernization Act and operating under the authority of the CSPS Act, the School's primary responsibility is to provide
learning opportunities to the public service. The School has a direct effect on service to Canadians by developing the skills of public service employees and improving the effectiveness of public service
The School's objectives are outlined in the CSPS Act:
- encourage pride and excellence in the public service;
- foster a common sense of purpose, values and traditions in the public service;
- assist deputy heads in meeting the learning needs of their organizations;
- formulate and provide training, orientation and development programs for public sector managers and employees; and
- pursue excellence in public management and administration.
The School's program priorities are geared toward delivering results in accordance with the Treasury Board Secretariat's 2006 Policy on Learning, Training and Development. The Policy establishes the public service as an organization committed to developing its employees. It establishes responsibilities for learning at the employee, organization and deputy head levels. The Policy defines the role of the School as the source of required training and as a resource to deputy heads and their departments in strengthening organizational leadership and assisting them in texting departmental business priorities with management improvement objectives.
The School assists deputy heads in meeting their accountabilities under the Financial Administration Act with respect to leadership and professional development through practical programming that addresses the key development needs of their organizations and their employees.
In 2009, six central human resources organizations, including the School, conducted a horizontal review of the central human resources management functions they deliver to support government departments and agencies. Changes made as the result of this horizontal review have resulted in better delivery of policies and services and more effective human resources management by enabling deputy ministers to take effective responsibility for human resources management in their own departments and by simplifying and streamlining the roles of central human resources agencies.
As a consequence of these changes, the School focuses on learning and leadership development services to the public service and no longer has a policy role. In addition, changes to the composition of the Board were introduced. The number of Board members was reduced from 15 to 11, the Chief Human Resources Officer was appointed as the Board Chair and the Clerk of the Privy Council Office designated the School's President and a member of the public service as ex officio governors.
As departments continue to seek greater value for money with respect to learning and training, the School will continue to support deputy heads by providing quality products and services that are relevant and meet the changing public service's needs and priorities.
Role of Board of Governors
The Board includes representatives from both the public and non-public service sectors and must have an equal number of members from each sector. It provides the School's Deputy Minister/President with advice on the School's priorities by reviewing strategic directions, plans and performance results. In its advisory role, the Board meets twice a year and makes a report to Parliament on the activities and organization of the School every five years.
Organization and Governance
The Results Structure
The School has a single strategic outcome: "Public servants have the common knowledge and the leadership and management competencies they require to fulfil their responsibilities in serving Canadians."
Four program activities support this strategic outcome:
- Foundational Learning
Contributes to building a professional workforce by providing the learning required for public service employees to serve Canadians. Through the delivery of Foundational Learning, the School provides long-term benefits and results to Canadians by helping ensure that public service employees have the required training, languagecompetencies and leading-edge knowledge in their sector of expertise.
- Organizational Leadership Development
Strengthens the public service and contributes to Public Service Renewal by building the leadership competencies of existing and emerging leaders through leadership development programs. The School's leadership programs provide long-term benefits and results to Canadians by ensuring that public service leaders are highly skilled, forward thinking and globally minded while also equipped to serve the needs of elected officials effectively.
- Public Sector Management Innovation
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. Through this program activity, the School provides long-term benefits to Canadians by ensuring that the public service has the capacity to manage organizational change and respond efficiently and effectively to ongoing and emerging challenges.
- Internal Services
The work performed under this program activity assures Canadians that the School's operations are managed in a transparent, accountable, efficient and effective manner through the provision of enabling services supporting the School's activities.
These program activities are consistent with the Public Service Renewal priorities of engaging employees in the excellence agenda, renewing the workforce and renewing the workplace as identified in the Clerk of the Privy Council's 18th Annual Report to the Prime Minister on the Public Service of Canada.
As part of the Treasury Board Portfolio, the School is headed by a Deputy Minister/President who has supervision over and direction of the work and staff of the School. The Deputy Minister/President is responsible for setting the direction of the School's policies and programs.
Consistent with both the Federal Accountability Act and the Financial Administration Act, the Deputy Minister/President is designated as the accounting officer for the School and as such is accountable for: ensuring that resources are organized to deliver the School's objectives in compliance with government policy and procedures; ensuring effective internal control; signing the School's accounts and performing other duties assigned by law or regulation.
Under the Financial Administration Act, deputy heads are responsible for the learning, training and development requirements of their employees. Through consultations with and advice from deputy minister client colleagues through forums such as the Deputy Minister Learning Advisory Committee, the School's Deputy Minister/President ensures that the organization meets the learning needs of public servants across Canada.
In 2010, Mr. Guy Mc Kenzie was appointed Deputy Minister/President. At that time, he challenged the School's management team to demonstrate leadership to ensure that the School was delivering high-quality, relevant and affordable learning products and services in a cost-effective manner while demonstrating strong management practices.
In response, the School developed its Management Agenda which focuses on core elements of the School's programs and activities while delivering results and value for money. The School's Management Agenda identifies the following areas for action:
- quality of the School's curriculum;
- clarifying the School's Business Model (transparency in pricing and costing); and
- Aligning human resources to the School's core business.
The Management Agenda also highlighted areas of work already underway that require continued effort to support the achievement of targeted results, including the refinement of the School's faculty strategy. In addition, prior to developing the Management Agenda, the School began replacing its legacy systems and all their functionalities with a single infrastructure, the Integrated Learning Management System (I-LMS) to sustain the management and administration of learning, including business processes such as course registration and scheduling. I-LMS also enabled content to be deployed more quickly. Under the Management Agenda, there will be the continuation of the roll-out of functionality in I-LMS including development of e-learning content.
Following the first year of operations under the Management Agenda, the School made a number of key decisions and changes. Most notably, a new organizational structure was established to refocus on developing and delivering quality products and services, simplifying the reporting structure by reducing the number of executive positions in operations and clarifying accountabilities. As a result of the reorganization, three vice-presidents were appointed to ensure the sound management of the School's strategic direction, operations, and corporate management and registration services. A key change included merging the School's program delivery activities under one vice-president and consolidating regional operations in order to gain efficiencies and focus on service delivery.
The reduction of appropriated funding through various review and restraint initiatives (funding reductions of approximately $24 million ongoing since 2007-08 from an appropriation base of approximately $78 million) is a challenge for the School as it continuously innovates and adapts in delivering learning programs and activities. Although School revenues generated through cost recovery activities have increased over the past five years, the School is forecasting that revenues will likely reach a steady state in 2011-12 and beyond. It is expected that the School will continue to count on more than half of its operating budget to be generated through cost recovery activities.
(in thousands of dollars)
Read down the first column for the initial appropriations, total reductions and total appropriations after reductions and then read to the right for the amounts for 2007-2008,
2008-2009, 2009-2010, 2010-2011, 2011-2012 and ongoing in thousands of dollars.">
|Total Appropriations After Reductions
Learning, training, leadership and professional development are keys to ensuring that the public service is equipped to meet the challenges of the 21st century. The acquisition of skills and knowledge and the development of managerial and leadership know-how is critical for the effective management of the public service and serves as the foundation of a responsive, accountable and innovative federal government. The Board plays a role in reviewing the School's performance, including its registration and revenue generation trends and the quality of its curriculum.
The School's cost recovery model is central to the organization remaining responsive to the needs of the public service. Revenues generated by the School provide for the sustainability of its operations and allow it to invest in innovative and efficient methods of delivering products and services.
(in thousands of dollars)
Revenue generated in thousands of dollars. Read down the first column for the target revenue and actual revenue and then read to the right for the amounts for 2006-2007, 2007-2008,
2008-2009, 2009-2010 and 2010-2011.">
The School operates in a competitive environment whereby public servants have a choice in where to go for training. Although revenues have grown over the reporting period, the School has also worked to increase its portion of the share of the learning and training market for the public service. During this reporting period, the School began to monitor its market share of the total Government of Canada training expenditures as reported in the Public Accounts. As departments continue to seek value for money with regard to learning and training, the School's objective is to maintain and/or increase its share of the market in order to maintain and/or increase revenues.
In an effort to ensure that its products and services are meeting the needs of the public service, the School regularly reviews its curriculum. In 2010, the School undertook a comprehensive review which led to the retirement of nearly 25 percent of its courses that were performing below expectations. This review also fostered the development of 47 new products and the revision of 32 products that are better texted to the changing needs of a dynamic public service. As part of its commitment to excellence, the School continuously monitors and evaluates learner satisfaction. During the reporting period, the overall satisfaction of the School's classroom deliveries met or exceeded the standard of 4.0 on a 5-point scale.
The School plays an integral role in supporting deputy heads in their accountabilities regarding the learning, training and development requirements of their employees. To meet this obligation, the School meets regularly with its client colleagues to discuss the specific learning and development needs of individual departments.
Consistent with recommendations from the Board's 2001-2006 report and the 2009 addendum, the School focused its efforts on its role in Public Service Renewal by helping to ensure that the public service has a knowledgeable and responsive workforce.
Orientation to the Public Service Program
The School continued to support the government's commitment to ensuring that Canadians are served by a skilled, well-trained, professional workforce that shares common values, and understands the expectations of public sector management now and in the future.
Under the 2006 Policy on Learning, Training and Development, the Orientation to the Public Service (OPS) Program is required training for all new public servants within the core public administration as identified in Schedules I and IV of the Financial Administration Act. The program is designed to help new public service employees improve their understanding of how the Government and Parliament of Canada work while increasing awareness of organizational values and ethics and instilling employee accountability.
Since its pilot in 2006, the OPS program has continued to evolve. In an effort to achieve greater operational efficiencies, the School successfully redesigned the program from two days of in-class training to a one-day classroom session complemented by online training. This blended learning approach, completed in 2009, successfully enhanced the program's performance as well as the School's capacity to meet increased demand for timely and quality training within existing resources. The redesigned program enabled the School to capitalize on efficiencies and achieve cost savings while still providing relevant, high-quality learning to the same number of public service employees. In 2008-09, the School delivered OPS training to over 10,000 newly appointed public servants, compared to just over 7,000 participants in 2007-08. The School also received positive feedback on the redesigned OPS program.
Breakdown of Authority Delegation Training Deliveries
This table presents the breakdown of deliveries of the School's Orientation to the Public Service program. Read down the first column and select a fiscal year and then read to the
right in the second and third columns for the number of offerings and learners for the courses delivered in the National Capital Region. The next two columns present the number of offerings and learners
for the courses delivered in the regions. The final two columns present the total number of offerings and learners for courses delivered nationally.">
||Courses Delivered in the National Capital Region
||Courses Delivered Regionally
||Courses Delivered Nationally
In 2009-10, in order to achieve greater synergies across the public sector, the School collaborated with three public safety agencies (the Royal Canadian Mounted Police, Correctional Service Canada and the Canada Border Services Agency) to assist in texting their orientation programs with those of the School.
Authority Delegation Training and Assessment
Canadians benefit from a public service that manages resources in a prudent and responsible manner. The Authority Delegation Training (ADT) program supports an effective and accountable government by providing all managers with mandatory training to acquire the knowledge required to exercise their delegated authorities in areas such as finance, human resources, procurement and information management. In addition, under the 2006 Policy on Learning, Training and Development, all managers are required to complete a knowledge assessment of their legal responsibilities upon appointment to a new level of responsibility.
In 2006-07, classroom-based ADT was delivered to over 2,875 managers, from supervisors to assistant deputy ministers, with an average 91 percent satisfaction rate. During the same period, more than 26,120 managers at all levels took the ADT online assessment to validate their knowledge in the areas of human resources, finance, and procurement and information management.
In 2007-08, the number of participants more than doubled due to increased demand from public servants wishing to take the training for developmental purposes. During the same period, an ADT program review was initiated and modifications and improvements were made to priority areas to achieve greater efficiencies.
In 2008, the School redesigned the program to meet continuing increased demand. This initiative resulted in increased operational efficiencies and cost savings while still allowing the School to meet the demand.
Breakdown of Authority Delegation Training Deliveries
This table presents the breakdown of deliveries of the School's Authority Delegation Training. Read down the first column and select a fiscal year and then read to the right in the
second and third columns for the number of offerings and learners for courses delivered in the National Capital Region. The next two columns present the number of offerings and learners for courses
delivered in the regions. The final two columns present the total number of offerings and learners for courses delivered nationally.">
||Courses Delivered in the National Capital Region
||Courses Delivered Regionally
||Courses Delivered Nationally
While delivering the ADT program, the School developed and administered knowledge assessment instruments for supervisors, managers and executives which are accessible to Canadian public servants throughout Canada and internationally. The assessments are used to ensure that all managers have the knowledge necessary to exercise their delegated authorities.
Functional Community Programming
Functional communities are comprised of public servants who share common work purposes, functions and professional interests. Such communities enable members to meet the standards and requirements of their profession. Over the past five years, the School provided training in specialized functions such as finance, human resources, information management (IM) and procurement, material management and real property (PMMRP).
An early focus of the School's functional community programming was focused on developing and delivering required training for IM and PMMRP communities. Training offered in 2006-07 reached 2,850 functional specialists, the majority of which were in the IM and PMMRP communities. During that same time period, curricula developments were initiated to support other communities including corporate planners, science and technology, evaluators, and classification and compensation advisors in the human resources community.
In response to increased demand for more functional community programming, the School developed 17 new blended learning activities in 2007-08. Blended learning approaches aim to provide greater opportunities for learners and teachers to make learning more independent, useful, sustainable and growth-oriented. Using a blended approach of classroom and online learning, the School was able to achieve a 50 percent increase in the demand for functional community training for the same cost as previous deliveries. As a result, training was delivered to 22,721 participants in various functional communities.
The School continually updates its learning products to ensure relevance and to reflect new Treasury Board policies, directives and guidelines. In 2009-10, the School also worked with the Office of the Comptroller General to develop a core curriculum for the financial management community.
The School's online learning platform has enabled it to substantially extend the reach of its course offerings. Public servants have had access to a wide variety of English and French online learning products regardless of location or time of day. Before migrating to the School's new learning platform in 2010, there were approximately 159,000 active users, all of whom had access to more than 200 custom courses developed by the School.
As of March 31, 2011, the School's online courses are delivered through the I-LMS system. The system administers activities such as course registrations, course scheduling, student assessments, classroom and online events, results reporting and financial reconciliation. The School is working on the further exploitation of I-LMS to provide additional e-learning products and services to its learners.
Official Languages Learning
In support of the Official Languages Act, the School plays a role in helping public service employees acquire, maintain and improve their second languagecapacity. Starting in 2006, the School developed learning tools and gradually implemented procedures, processes, service standards and tools for quality control in private sector languagetraining services.
Over the past five years, the School has continued to adapt to meet client needs for self-paced, online courses and to improve access to online tools for self-assessment. From 2006 to 2007, the number of online languagetools doubled to 67 products. These products were accessed by over 62,000 learners in 2008, and were the most popular online products.
Moving forward, the School is assessing the implementation of the 2006 languagemodel where the School acts as a centre of expertise and partners with external suppliers to provide departments with access to sufficient, pre-qualified, quality-assured languagetraining services. As part of this assessment, the School intends to enhance its research on learning technologies and methodologies and conduct pilot programs. It is expected that the results of these efforts will be transferred to industry. The School will continue to set standards, develop learning tools and train providers on School programs, products and tools.
Leadership Capacity Building in the Public Service
Strong leadership is the foundation of an effective public service that serves Canadians with excellence. Highly
skilled, competent and engaged leaders are catalysts to drive and facilitate change while creating a culture that fosters renewal and encourages innovation. In support of building leadership capacity in the public service, the School has developed and delivered learning activities to managers, executives and senior leaders.
In 2007-08, the School supported the development of a leadership framework to use as a foundation for leadership learning in the public service. The initiative, managed by the Treasury Board Secretariat's Office of the Chief Human Resources Officer, lead to the implementation of the Leadership Development Framework (LDF). In implementing the LDF, the School phased out its Career Assignment Program, Management Trainee Program and Accelerated Executive Development Program, while at the same time ensuring that the relevant learner content had been reflected in the new leadership programs. The transition had lead to increased cost-effectiveness in delivering the School's leadership development programs.
To meet the ongoing and emerging needs of the public service, the School developed its leadership programming to support leaders at all stages of their career. Programs such as the Advanced Leadership Program, Direxion, Living Leadership – The Executive Excellence Program and ileadership support public servants as they move through different levels of leadership.
To strengthen the capacity of the public service to operate in a global context and to enhance leadership competencies, the School engaged in a number of international leadership collaborations. For example, in 2008, the School developed and implemented the Leadership Across Borders Program, a four-country joint venture designed to build enhanced leadership skills in dealing with complex issues by comparing best practices across jurisdictions.
Over the next five years, the School's strategic decisions will be influenced by a range of factors, including operating in the current fiscal climate and changing Canadian and public service demographics. Integrating evolving technologies that enable more efficient service delivery and faster knowledge and information sharing will also be important. To meet these challenges, the School will strive to maintain or increase its market share, generate revenues to fund its ongoing operations, text its human resources capacity and take advantage of new technologies.
Looking forward, the School will focus on developing and delivering effective and high-quality products and services while absorbing funding reductions resulting from the 2008 Strategic and Program Review exercises and from implementing the Government of Canada deficit reduction action plan. This will require continued sound management of the School's programs and activities while continuously exploring opportunities to achieve additional efficiencies.
The School and its Board recognize that the pronounced demographic transition in the public service will increase opportunities for the School to provide learning and training that is relevant and adds value to the development and skills of public service employees in serving Canadians. To meet this opportunity, the School will focus on strengthening its curriculum to meet the needs of the public service now and in the future. The School will continue to build on its outreach efforts with other government departments, explore new markets such as Crown corporations and seek advice from internal to government committees such as the Deputy Minister Learning Advisory Committee, the Public Service Advisory Committee and the Public Service Renewal Committee. By building effective collaborative arrangements with its clients, and by texting activities, resources and efforts to ensure that learning products and services are relevant, timely, affordable and accessible, the School will be better placed to respond to the changing dynamics of the public service and support the Public Service Renewal objective of achieving excellence in management, policy, and program and service delivery.
The School and its Board recognize that the School's Management Agenda has already resulted in lower expenditures with higher registrations in 2010-11. It also recognizes that the School has begun to take measures to realize further future savings through IM/IT rationalization and an accommodation strategy to reduce the number of buildings occupied in the National Capital Region.
Moving forward, the School will continue implementing its Management Agenda as it will play an important role in guiding the School's strategic direction and activities and in generating ongoing efficiencies. Management Agenda transformation in curriculum management will focus on improving the quality of the curriculum, streamlining courses to remove poor performers, and investing in strategic partnerships and innovation. With respect to the School's business model, efforts will focus on better use of computer assets by changing internal processes, looking at more efficient regional operations, developing a new costing model and examining overhead costs to reduce expenses. As part of the School's Human Resources Strategy, the School will move to using experienced public servants as faculty thereby reducing the reliance on external consultants.
The School will actively monitor indicators of its performance such as trends in registrations, the proportion of the operating budget from revenues and related risk management measures; the School's market share as compared to overall government expenditures on learning and training as well as the quality of the curriculum through evaluation results.
The Board supports the vision of having public service employees embrace the School as "Their School." The Board encourages the School to continue implementing its Management Agenda and is confident that the School will continue to provide quality curriculum that is relevant, timely and affordable.
Annex – Board of Governors Membership
Daphne Meredith (Chair)
2009 - present
Guy Mc Kenzie
2010 - present
2011 - present
2008 - present
2008 - present
2006 - present
(During the reporting period 2006-2011)
2006 - 2009
Shirish Pundit Chotalia
2008 - 2009
2006 - 2009
2009 - 2010
2005 - 2007
2000 - 2009
2005 - 2008
2005 - 2008
2006 - 2009
2009 - 2010
2009 - 2011
2007 - 2010
2007 - 2010
2004 - 2010
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National Indigenous History Month
This year, National Indigenous History Month is dedicated to the missing children, the families left behind and the survivors of residential schools.