Five-Year Review and Report to Parliament 2001–2006

Table of Contents

• Introduction
• Chapter 1 - The Shift to Integrated Learning in the Public Service
  • Learning within the Public Service
  • Language Training Canada
  • Training and Development Canada
  • Canadian Centre for Management Development
  • Creation of the Canada School of Public Service
• Chapter 2 - The Canada School of Public Service
  • Public Service Modernization Act
  • A New Learning Policy
  • Organizing the School to Support Public Service Learning
• Chapter 3 - The Integrated Curriculum
  • Integrated Curriculum
  • Foundational Learning
  • Professional Development
  • Leadership Development
• Conclusion
• Annex I
  • The Canada School of Public Service Leadership Development Framework
• Annex II
  • Funding Levels
• Annex III
  • The Canada School of Public Service within the Treasury Board Portfolio
• Annex IV
  • Members of the Canada School of Public Service Board of Governors

Introduction

The Board of Governors of the Canada School of Public Service (the School) is pleased to report on the activities of the School for the period December 1, 2001 to November 30, 2006. This report fulfils the requirement contained in Section 19 (3) of the Canada School of Public Service Act, which stipulates that such a report be made every five years.

The Board has been faced with the challenge of reporting on the activities and the organization of a School which has only been in existence since April 2004. Moreover, evolving work on public service renewal reviews will need to be considered as we establish the direction of the School for the next five years. Therefore, an addendum to this report will be tabled within the next eighteen months. Looking to the future, the addendum will outline the School's five year objectives and establish an evaluation framework against which progress can be assessed in our next five year report.

Several public service-wide human resource initiatives have been introduced since 2001. The Board felt it important to highlight the impact that these initiatives have had on the direction and activities of the School. In preparing the School's first report since its formation in 2004, the Board touches briefly on the three founding institutions which existed prior to 2004 and were brought together to form the School; describes the recent changes that have shaped the direction of the School; and highlights the School's accomplishments to date.

The Governors are aware of the fact that the School has faced challenges associated with the merging of independent organizations: cultural integration; change management; and stabilization. All this occurred as the School was developing and implementing a curriculum to support public service modernization, a new Public Service learning strategy, and a new official languages learning model.

The Public Service is never static, it will continue to face important issues associated with renewal and modernization:

• The significant demographic changes faced by Canada, particularly an ageing population, are even more prevalent in the Public Service, and even more marked in its executive cadre;
• Despite recent progress, the Public Service needs to better reflect the growing diversity of Canada;
• Technology is fundamentally altering how the Public Service can and should conduct its business;
• The Public Service faces the strongest national labour market in over 30 years, with many career options for Canada's best and brightest;
• The Public Service is facing a significant shift in public expectations toward more accountability, better management of tax dollars, and improved core public services; and
• The "public service brand" is both less clear and less positive in the public's mind than in decades past.

To succeed in its mission, the School must help the Public Service meet these challenges while building a culture of excellence, leadership and teamwork.

The intent of the Board of Governors in this report is to take stock of how far the School has come and what has been achieved to date, and to stimulate the discussions necessary for the School's continued evolution. Over the next 18 months, the Governors will consider upcoming recommendations from the Clerk of the Privy Council's Annual Report on the Public Service of Canada, the Prime Minister's Advisory Committee on the Public Service and other evolving work on public service renewal. We will then, in an addendum report, provide strategic direction to the School to respond to the evolving priorities of the Public Service.

Canada School of Public Service Board of Governors

• Kevin Lynch
  Chair
• Ruth Dantzer
  President and Chief Executive Officer
  Canada School of Public Service
• Diane Bean
• Margaret Bloodworth
• Paul-André Comeau
• Michèle Demers
• Nicole Jauvin
• Alain Jolicoeur
• Lucie McClung
• Maureen Molot
• David Stuewe
• Wayne Wouters

CHAPTER 1 - The Shift to Integrated Learning in the Public Service

Learning has always been valued in the Public Service. Prior to 2004, when the Canada School of Public Service was founded, three institutions provided public service-wide learning, training and development: Language Training Canada (LTC); Training and Development Canada (Tdcterms); and the Canadian Centre for Management Development (CCMD). All three organizations worked to encourage and shape a learning agenda and culture for the Public Service. The purpose of this chapter is to briefly review the activities of these institutions.

Learning within the Public Service

The 1990s was a time of increased focus on the people who make up the Public Service. Like other organizations, the Public Service recognized that the knowledge and skill of its people were its greatest asset. Learning was acknowledged as a means to improve capacity, effectiveness and accountability.

In 2000, a committee of deputy ministers shaped a new learning agenda for the Public Service. Through national consultations and by involving managers at all levels, the Learning and Development Committee promoted a public service-wide approach to learning as part of an integrated, people-oriented agenda. The Committee's work was an important driver of cultural change within the Public Service.

In 2002, the then Clerk of the Privy Council further advanced the learning agenda when he identified learning as a Public Service-wide priority. In May of 2002, the Government adopted the Policy for Continuous Learning in the Public Service. The first of its kind, this Policy represented a broad-based consensus and an explicit commitment to career-long learning. The Policy provided a framework for building and sustaining a learning culture within the federal Public Service.

Language Training Canada

Language Training Canada (LTC) was the federal government's centre of expertise in language training for more than 40 years. LTC was the delivery arm supporting the Official Languages Act, which was proclaimed in 1969. At the core of the Act is the equality of French and English, both for Canadian citizens and federal public servants. For the former, the Act mandates the availability of government services in both English and French across the country. With respect to the latter, the Act provides federal public servants with the right to work in the language of their choice.

Over the years, LTC supported the objectives of the Act. More than 150,000 federal employees accessed its language training services. LTC has been recognized internationally for its unique focus on language of work. More recently, as part of the Canada School of Public Service, LTC has contributed to the development and adaptation of technology-based tools for specific audiences.

In 2003, the Government announced an Action Plan for Official Languages to strengthen linguistic duality in Canada. A key initiative under the Action Plan for Official Languages was training for the Public Service - $36 million was provided over three years primarily to:

• increase access to language training;
• address growing demand arising from accelerated deadlines for meeting language requirements; and,
• undertake design and development of technology and tools to increase access to training.

Maintenance of language skills has been increasingly recognized as a key component of a bilingual culture of work. While Language Training Canada continued to promote the acquisition of a second languages as a key competency for public servants, individuals often did not have access to the tools necessary to maintain their language competencies. The integration of Language Training Canada as part of the School provided the foundation for the development of a new official languages learning model for the Government of Canada.

Through this new model, the School's Official Languages Program has three main roles: developing learning products and conducting applied research; providing advisory learning services; and ensuring the quality of language services provided by private sector language schools. This shift is pivotal in promoting and maintaining an active culture of bilingualism in the workplace. The new language model will be discussed in more detail in Chapter 2.

Training and Development Canada

Training and Development Canada (Tdcterms) was established in 1990 as the training centre for professional development in the federal Public Service. Housed under the Public Service Commission, Tdcterms functioned as a centre of expertise for work-related training and career development across Canada. It offered courses for public service professionals and customized courses designed to meet department-specific needs.

Tdcterms's learning products and services were designed to build capacity for key functional communities within the Public Service. These functional communities included human resources, finance, communications, policy, information management and procurement, materiel management and real property. Courses in all areas of specialization were aligned with the Public Service management agenda and delivered through various formats to maximize accessibility.

Collaboration between Tdcterms and the Canadian Centre for Management Development was developed over the years to better coordinate and maximize learning as an instrument in support of the recruitment, development, and retention of a professional, non-partisan Public Service.

Canadian Centre for Management Development

The Canadian Centre for Management Development (CCMD) was created in 1991. The role of the Centre was to promote leadership and sound public management practices and to enhance public sector management capabilities by promoting a strong corporate culture and strengthening leadership in the Public Service.

CCMD's activities included leadership and management training, the creation of case studies to support its learning programs, the study of learning methodologies, and the publication of diverse research products. Organizational effectiveness, governance, leadership and learning were the key subjects for the development of learning products that targeted public service executives and senior managers. Training provided by CCMD complemented department-specific training while providing a public service-wide perspective. Managers benefited from a shared vision, unity of purpose, and a common body of knowledge.

As noted in CCMD's previous Five Year Report, the Centre went through three distinct phases in its history.

• In the first phase, the Centre was funded to provide a mandatory curriculum for executives and senior managers.
• In the second phase, the Program Review exercise led to reductions in funding and an increased reliance on cost recovery. Activities were scaled down to serve executives only, and courses became voluntary.
• In the third phase, the Centre again expanded its reach to serve managers while continuing to rely on cost recovery. This addressed the emerging recognition that leadership is needed at all levels to ensure the success of organizations. New tools, such as learning events and computer-assisted learning, increased accessibility.

The Creation of the Canada School of Public Service

The primary purpose for the creation of the Canada School of Public Service in 2004 was to integrate learning across the Public Service. The creation of the School also recognized the continued importance to develop leaders at all levels, not just among senior managers and executives, the traditional client group of the former CCMD. To facilitate the establishment of the School, a new business model was developed in order to integrate corporate cultures and break organizational barriers to achieve "One School, One Mission".

CHAPTER 2 - The Canada School of Public Service

Since 2004, the Canada School of Public Service has faced three challenges: the first, the merging of three established institutions, recognizing that different organizational structures, mandates, and systems had to be realigned; the introduction of a new Treasury Board Policy on Learning, Training and Development; and finally, delivering on an integrated learning agenda for the Public Service. This chapter highlights the School's first thirty-two months of operation, during which the new Policy came into effect and areas of activities emerged to deliver the public service learning strategy and support public service renewal.

Public Service Modernization Act (2003)

Recognizing that people are the Public Service's greatest asset, in 2003 the Public Service Modernization Act (PSMA) was enacted, with parts coming into force on various effective dates. PSMA overhauled the management regime for human resources in the federal government for the first time in thirty years. PSMA enacted a new Public Service Employment Act (PSEA), and a new Public Service Labour Relations Act, amended the Financial Administration Act, and created the Canada School of Public Service through amendments to the Canadian Centre for Management Development Act.

The creation of the School was in response to the need to improve the strategic approach to learning in the Public Service. In this role, the School has contributed to the development of a common strategy and infrastructure for learning across the Public Service by:

• Designing and delivering PSMA learning activities to support the implementation of the PSMA through a blended curriculum of online tools, classroom courses, and support for organizational learning and change.
• Supporting a unified approach to learning by ensuring that individual learning and development is aligned with public service-wide priorities.
• Emphasizing needed skills, including professional skills, language training, change management and leadership development skills.
• Working to support strategic change management. For example, the School assists deputy ministers and heads of agencies to define and meet the learning needs of their organizations.
• Encouraging standards for knowledge and learning. In the pursuit of excellence in public administration, the School studies and conducts research into the theory and practice of public sector management and administration.

A New Learning Policy (2006)

On January 1, 2006, the Policy on Learning, Training and Development came into effect. Under the responsibility of the Public Service Human Resources Management Agency of Canada (see Annex 3), the policy represented a step forward in establishing the federal Public Service as an institution committed to the development of its employees. The policy established responsibility for learning at several levels: for employees; for organizations; and for the Treasury Board, as employer. It also outlined the employer's specific training requirements through three interconnected types of learning:

• Advancing individual learning so that public servants are able to perform in their current job, take on the challenges of the next job, and lead change. The policy introduced a new focus on required learning in key areas such as basic orientation and authority delegations;
• Strengthening organizational leadership by using departmental learning strategies to better leverage individual knowledge, manage change, and deliver results for Canadians; and
• Innovation in public management so that, through research and learning, leading-edge practices in public management and administration are spread across the Public Service.

While each of these elements is an integral part of a continuous cycle of innovation and improvement across the Public Service, all three elements need to be in place and working together to achieve a renewed Public Service. Organizational leadership provides a receptive environment for enhanced individual capacity to deliver results. Innovation in public management ensures that individual and organizational capacity will be built around best practices designed to address the challenges of both today and tomorrow.

Organizing the School to Support Public Service Learning

Authority for the Policy on Learning, Training and Development resides with the Public Service Human Resource Management Agency, while the Agency, the School and deputy heads share responsibility for its implementation. As a result, the School's business model was realigned to facilitate the implementation of this change:

• From a collection of courses driven by individual demand to an integrated curriculum that serves the business needs of Public Service.
• From a classroom-based learning approach to a comprehensive blended model of learning that uses a variety of methods and technologies, and that draws from best practices to help the Public Service deliver results.

Corporate Governance

The Board of Governors is responsible for the conduct and management of the School's affairs. The Board has a triple role: establishing strategic direction; ensuring appropriate oversight, stewardship and accountability; and allowing for the incorporation of both private and public sector expertise in the administration of the School. Through the Governors, the School engages experts and stakeholders from outside the Public Service in its decision-making processes. This unique public service governance structure is intended to assist the School to remain at the forefront of management priorities, theories, and practices. As part of the Treasury Board Portfolio, which also includes the Treasury Board Secretariat and the Public Service Human Resources Agency of Canada (See Annex 3), the School is strategically positioned to respond to the management priorities of the Public Service.

School Structure

As Chief Executive Officer, the School's President supervises and directs the work and staff of the School. The structure of the School has been aligned to support the delivery of an integrated curriculum (to be discussed in Chapter 3).

Departmental Client Relations

The School initiated its Departmental Client Relations function to support deputy heads in strengthening learning in their organizations by:

• providing a single window access to information and expertise on the full suite of the School's programming and expertise;
• assisting departments and agencies in identifying and meeting their organizational learning requirements;
• providing support in developing and implementing organizational learning plans; and
• identifying and sharing best practices.

Departmental Client Relations develops a hands-on understanding of the common learning needs across federal organizations and provides information to the School to support alignment of its programming to meet those needs.

Regional Operations

The Canada School of Public Service delivers its services and programming to federal public servants across the country. In addition to the National Capital Region, the School has offices in ten cities - Vancouver, Edmonton, Calgary, Winnipeg, Toronto, Halifax, Charlottetown, Moncton, Quebec City and Montreal. Through these regional offices, federal public servants across Canada have access to the School's learning programs.

The School's six Regional Directors are responsible for delivering the School's programming outside the National Capital Region. They are members of Federal Regional Councils, and work with the Councils and with individual departments and agencies to identify and support the learning needs of federal regional operations.

School Funding

In April 2004, financial and human resources were merged from three entities in the amounts of $26.8M from Language Training Canada, $2.8M from Training and Development Canada, and $15.7M from the Canadian Centre for Management Development to form an initial funding level for the Canada School of Public Service of $45.3M.

These resources were later augmented in the 2005-06 fiscal year by $28.7M to increase the appropriation to $74M. This increase was mainly due to funding of $12M to initiate implementation of the Policy on Learning, Training and Development (rising to approximately $35M in subsequent years), and $10M in temporary funding to support the implementation of the Public Service Modernization Act (PSMA). In addition to the appropriation of $74M, the School also generated $32M in revenues in 2005-06, bringing total funding to $106M. Annex 2 summarizes the evolution of funding for both CCMD and CSPS over the reporting period.

The merging of resources from the three organizations and subsequent investments resulted in more sustainable School operations and a shift in the ratio of funding between appropriation and revenue dependency. This has resulted in a more stable planning horizon and offers management the ability to more effectively implement the Policy on Learning, Training and Development.

As a department, the School has a number of unique financial circumstances compared with other entities in the Treasury Board (TB) Portfolio (see Annex 3):

• The School is a Departmental Corporation with separate legislation and a Board of Governors.
• The School has the ability to carry revenues forward to the following fiscal year by virtue of its Act. This provision permits responsible cash flow management.
• The School contributes $11M annually towards recent government-wide expenditure reduction exercises. As a portion of A-base funding levels (excluding revenues), this reduction amounts to almost 20% of resources, including the new funding for responsibilities of the Policy on Learning, Training and Development. This contribution will have an impact on how the Board of Governors positions the School for the future.
• The School has been an early participant in all major government administrative renewal and shared services initiatives. The School has demonstrated leadership in being the first federal department to sign a Shared Services Agreement and join Public Works and Government Services Canada in its efforts to establish enterprise-wide IT network, desktop and helpdesk services as part of the IT Shared Services Initiative.
• Finally, the School will produce auditable departmental level financial statements beginning in 2007-08 and beyond, even though the School is not required to produce these reports on this time line.

CHAPTER 3 - Integrated Curriculum

Public servants need to be able to perform in their current jobs and take on the challenges of their next job in a dynamic, bilingual environment. To this end, the School manages the provision of learning services that build both the individual capacity of public servants and the organizational capacity of the Public Service. This is accomplished through a curriculum established around three learning and development themes: foundational learning, professional development, and leadership development.

Integrated Curriculum

The School has developed an enterprise-wide approach to learning that recognizes that employees' learning needs evolve with their career paths. This approach provides learning opportunities throughout an employee's career. Required training, which provides the skills employees must have to effectively fulfil their responsibilities, occurs at four key points in an individual's career. With this approach, an employee will, at a minimum, receive training from the School:

• When they join the Public Service - Orientation;
• When they take on financial/human resources management responsibilities- Authority Delegation Training;
• When they join the executive ranks; and,
• When they become senior leaders – Assistant Deputy Minister.

This integrating management framework allows both employer and employees to plan and track learning. Supporting this approach will be an Integrated Learning Management System (I-LMS) which, when fully implemented, will support employee learning throughout their careers in the Public Service.

Foundational Learning

Foundational learning is provided to public servants as a series of required courses and learning opportunities that allow them to effectively perform their work. All of these courses are underpinned by core public service values and ethics, accountabilities and a commitment to official languages. The focus on foundational learning at all levels helps public servants to understand the basic elements of their roles and responsibilities.

Orientation Programs

Orientation for new public servants is designed to foster a sense of public service identity by introducing new employees to a common culture. This culture is based on a core set of values, ethics and accountabilities within Parliamentary democracy. Rooted in the Policy on Learning, Training and Development, the program is founded on best practices of private and public sectors. By engaging new public servants at the beginning of their careers and by instructing them in the priorities of government and the Public Service, the program contributes to a successful launch of their career while promoting pride in and attachment to the Public Service.

The School designed and piloted the orientation program in 2005-06. It has since delivered over 50 sessions to approximately 4,500 new public servants. Various delivery methods for the program are being explored, including increased on-line learning and regional sessions. These delivery methods are being reviewed to assess their impact and identify options for the future.

Orientation to level is also provided to employees promoted to higher levels and includes recently appointed senior leaders (assistant deputy ministers, deputy ministers, heads of federal agencies and members of crown corporation boards).

Authority Delegation Training (ADT) and Assessment

As public servants are promoted to new levels they are required to take training which orients them to their new responsibilities. The ADT program is designed to ensure that managers acquire the fundamental knowledge and skills needed to meet legal requirements and competently exercise their delegated authorities. The training program focuses on corporate policies and priorities in finance, human resources, information management, and procurement. Elements of values and ethics are also included in the various course sessions. The content of ADT supports the implementation of the Management Accountability Framework. ADT courses are periodically reviewed to incorporate evolving best practices in public management and revised Treasury Board policies and programs.

The School designed and piloted ADT in 2005-06. Delivery of classroom courses was undertaken in 2006-2007 in multiple locations across Canada. During the reporting period, the School delivered some 170 ADT courses to over 3,000 participants.

In accordance with the transitional requirements of the Policy on Learning, Training and Development, the School has developed an assessment tool for managers to validate their knowledge of their delegated authorities. Managers at all levels who were appointed before January 1st 2006 were required to complete successfully, by December 2006, an assessment of their knowledge in the areas of human resources, finance, procurement and information management. Under the Policy, this validation is to be renewed at least once every five years. Over 20,000 managers, representing 97% of the manager population, successfully completed an individual online assessment.

ADT is also the cornerstone of orientation for senior leaders. Through targeted orientation sessions, new senior leaders are presented with the basic elements of their new responsibilities. These sessions provide senior leaders an opportunity to explore how best to exercise leadership in their organizations to fulfil their accountabilities and deliver results for Canadians.

Training for Functional Communities

The School has historically partnered with key functional communities in its capacity to provide foundation and professional development learning. In this reporting period some 150 sessions were offered to 2,900 public servants across functional communities. The implementation of the Policy on Learning, Training and Development brought the School's work with functional communities to a new level.

Functional community curricula were developed in collaboration with relevant functional communities. In particular, work was initiated with the Human Resources, Finance, Internal Audit and Information Management community to develop programming while eight learning products were designed and finalized for the Procurement, Material Management and Real Property Functional Community Certification Program.

Official Languages

The Canada School of Public Service is implementing the government's new model for official languages learning. The new model supports a culture of bilingualism in the Public Service. It is also designed to create a more equitable balance of responsibility among the employer, departments and employees. The model is consistent with deputy ministers' accountability for determining the learning needs in their organizations under the Financial Administration Act, and with the requirements of the Official Languages Act.

The model is anchored on the following key elements:

• Bilingualism is acquired through career-long learning;
• Public servants have greater access to flexible learning approaches, methods and tools;
• Maintenance is a legitimate and integral part of workplace culture; and
• Language training is available through quality-assured providers.

The School is focusing on the development of new learning tools and methods to support maintenance of language skills, the provision of learning advice to departments, and quality assurance of private-sector learning services. Language teachers are also available on-site within departments, allowing language learning to take place in the work environment and promoting an active culture of bilingualism in the workplace.

Practical examples of the move to a sustainable official languages learning model include: partnerships with nine private sector schools and twelve colleges and universities to increase access to quality languages services; collaboration with departments to place 64 language teachers on-site to assist departments in building and sustaining a workplace conducive to bilingualism, and the offering of 30 on-line language products for self assessment with a focus on second language proficiency maintenance.

Professional Development

Public servants are involved in a wide variety of activities, often specific to the mandates of the organizations that they work for - for example, these activities can range from border security services to conservation enforcement to search and rescue to public policy development. Public servants therefore have very diverse learning needs. Departments and agencies are responsible for providing training to their employees that is specific to their mandates - this training represents the bulk of the learning for many public servants.

The School's role is to provide training on the common learning needs of the Public Service across departments and agencies. The School's professional development programming, which includes approximately 140 courses, is aligned to government-wide business and management priorities. The programming is systematically updated to reflect legislative and policy changes. The School also provides common learning through its work with functional communities (see above) which include employees that have similar functions across departments and agencies.

Two broad priorities for professional development are to build capacity on the pressing management issues facing the public service and to develop stronger leaders at all levels.

The School works with internal and external partners to scan the public sector environment and establish management priorities to guide professional development. The School is currently working to strengthen the delivery of programming in four priority areas:

• Core functions of government: ensuring capacity in essential activities (e.g. regulatory);
• Managing excellence: addressing specific issues for success in adapting to new policies and legislation (e.g. the Federal Accountability Act);
• Human resources excellence: adopting new approaches to managing people; and,
• Canada and the world: focussing on questions related to the world and the future to better understand the global trends shaping public management.

The School has developed an integrated approach to building capacity which includes: research and collection of best practices and the spread of these best practices through a variety of learning channels, including the training programs for functional communities; professional development courses; authority delegation training and assessment; leadership programming; and seminars on best practices in management targeted at various levels, from front-line professionals to deputy ministers.

Campusdirect and Blended Learning

Campusdirect is the School's online learning portal. On April 1, 2006, access to Campusdirect was opened to all federal public servants through centralized funding approved by Treasury Board. Campusdirect's core library hosts a wide variety of learning products with more than 400 online courses in the areas of leadership and management, the organizational environment, personal/interpersonal effectiveness and technology.

These learning products are now accessible to all federal public servants across the country, providing an opportunity for self-paced learning. These products have also been made available on a cost recovery basis to employees of the Government of Ontario through a Memorandum of Understanding signed in 2004, giving their employees access to all 400 courses.

Some 42,000 federal public servants have accessed one or more on-line products from Campusdirect in the last 12 months. As an example, the on-line Authority Delegation Assessment was offered via Campusdirect. By linking the assessment with on-line courses and reference material, the School was able to provide managers with on-line learning opportunities in support of their validation assessment.

Blended learning combines on-line and classroom learning. This learning is designed to be complementary and ensure that learners come to the classroom with similar levels of knowledge. Blended learning provides for more accessible, flexible and efficient delivery. The on-line component is available 24/7 and provides alternatives to traditional classroom learning.

The School has developed an integrated blended learning approach to many of its learning activities. Again, open access has allowed the School to implement on-line products in the Orientation to the Public Service Program (including a pre-and post-assessment) and introduce 30 official language training on-line products that have been accessed by some 7,600 users during this reporting period. These tools allow public servants to learn at their own pace, prepare for language training testing, or maintain their proficiency in their second official language.

Leadership Development

The School has a responsibility to ensure that leadership development supports the Public Service in delivering excellence for Canadians. Leadership development is not a new concept; it has gained increased prominence however in the context of public service renewal. The Clerk of the Privy Council has clearly articulated his vision that public service management will be centred on excellence. In a speech to the Canadian Council of Chief Executives in September 2006, he stated that "Public Service is about values, and it is about accomplishments. We must emphasize excellence, leadership and teamwork in everything that we do."

Competencies have been used as the basis for assessing and developing individual leadership in the Public Service for some time. More recently, there has been an increased focus on the importance of leadership at an organizational level through the implementation of the Management Accountability Framework. This has brought a new dimension to the assessment and development of leadership skills. This development is a reflection of the shifting external context for public service leadership, due to factors such as rapidly changing technology, globalization, increased frequency and complexity of crises, and shifting demographics. In this context, leadership cannot be exercised in isolation. Stronger leadership must be built at all levels in order to enable the Public Service to respond adequately to the complexity and speed of the external environment.

To reflect this broader approach, the School has developed a Leadership Framework that integrates the core capacities of individual leadership with the importance of building excellence at the organizational level. The purpose of this framework is to ensure that investments in development activities are targeted at the most pressing needs and produce results in terms of building capacity for the Public Service to serve Canadians. (see Annex 1)

In support of the public service vision of leadership, the School offers development activities in four areas: in support of career development programs, broad-based leadership development courses, leadership development for senior leaders, and organizational leadership. These activities are supported through cross-cutting activities including:

• Integrating innovations in public sector management into leadership development activities through the development of case studies, best practices, and discussions on key management issues;
• the development of a competency-based 360o assessment tool to better identify individual and collective developmental needs;
• an increased awareness of international perspectives and management practices; and
• a range of seminars, workshops, armchair discussions and other events.

Career Development Programs

The School delivers the educational component of career development programs managed by the Public Service Human Resources Management Agency of Canada. The development of managerial and leadership competencies is key to the effective management of the Public Service and it is an important component of public service renewal. The Management Trainee Program, Career Assignment Program, and the Accelerated Executive Development Program all contribute to developing, strengthening and maintaining a highly skilled, competent, bilingual and representative Public Service. These programs currently provide some 230 participants with the opportunity to develop their leadership competencies in an environment specific to the Public Service.

Leadership Development Courses

Recognizing that the career development programs reach only a population, the School moved to increase the accessibility of the learning components of the programs by developing its foundational leadership development programs (Living Leadership, Direxion). In addition, the School offers leadership development courses to public servants at all levels on a wide range of topics, including Aboriginal issues, policy making, coaching, diversity and values and ethics. Altogether, approximately 1,500 public servants participate in these leadership development courses annually.

In order to ensure the continued relevancy of its offerings, the School is undertaking an assessment of needs that will allow it to identify gaps. New courses are also being developed in key areas such as employee engagement and leading in crisis.

Senior Leader Development

Senior leaders shape the overall culture of an organization. The School has, therefore, undertaken to support this group with specialized learning activities. In addition to formal orientation sessions for senior leaders, the School provides development opportunities for senior leaders through seminars, workshops and speakers that enable them to discuss management and leadership challenges, and also to be exposed to experts in a wide range of fields.

For senior leaders, the School is developing new leadership development opportunities that address specific needs. In response to the need for increased global awareness, the School has developed two new courses: How Washington Really Works, which will provide executives with a grounding on managing linkages with the U.S., and the Cabinet Secretaries' International Program Leadership Across Borders, which will strengthen the development of strategic leadership skills in a global context.

Organizational Leadership

The School provides advice to senior public service leaders on how to use organizational learning and organizational development to help advance their organization's management agenda. This contributes to strengthening organizational leadership and innovative public sector management by building close working relationships with departments on transformational issues. Working with management teams on organizational leadership issues helps support the wider adoption of best management practices.

Conclusion

The Canada School of Public Service has a Role to Play in Public Service Renewal...

Canada's Public Service is recognized as a high-quality, professional and non-partisan institution. People are its greatest asset and the School has a key role to play in ensuring that they are equipped with excellent professional management and leadership skills to serve Canadians well. The Board of Governors would like to thank the staff of the School for their dedicated service.

The Board of Governors recognizes that, in establishing the School, the government has provided a base from which to support a more integrated approach to learning in the Public Service. This has been a period of change, from which the School has emerged with a renewed Board, a clarity of direction, a stable budget and a framework for integrated learning. This positions the School to play a key role in the renewal of the Public Service.

As Governors, we are confident that this report outlines the transition which has occurred over the last few years, particularly, the merging of three separate organizations to form the School. We have also attempted to comment on the challenges and opportunities that have risen along the way. The next step will be to set out the School's future strategic direction. We are of the view that a number of specific developments will shape the Board's thinking in establishing the School's direction, notably:

• The Clerk's 14th Annual Report to the Prime Minister on the Public Service of Canada.
• The Prime Minister's Advisory Committee on the Public Service will be helping to ensure that this important national institution continues to attract skilled recruits who will fulfil their duties with professionalism and efficiency. The Committee will be examining such key issues as: recruitment and retention; policy and legislative barriers; development programs; human resources management policies and practices; and branding the Public Service.
• The Deputy Ministers' Committee on Public Service Renewal advises the Clerk of the Privy Council on the practical ways in which the Public Service can ensure its programs, services and policies continue to respond to the needs of Canadians. The Committee is focusing on four priorities: better integrated human resource and business planning; building capacity at all levels through improved recruitment; greater emphasis on learning and development; and ensuring that the infrastructure supporting recruitment, development and planning is efficient and user-friendly.

The Board of Governors will examine the results of this work and bring forward an addendum to this report within the next 18 months. The addendum will lay out the School's objectives for the next five years, recognizing the priorities of leadership and development. The addendum will also establish an evaluation framework against which progress can be assessed.

Annex 1

The Canada School Of Public Service – Leadership Development Framework

The Leadership Development Framework integrates leadership at the individual and organizational levels, and highlights the importance of interconnectedness for public service leaders in the 21st century. The Framework is intended to guide all of the School's programming, ensuring its relevance for federal organizations. By addressing public service leadership needs in a more integrated way, the School can more effectively help organizations and their leaders make management decisions that are as effective as possible, which, in turn, will contribute to building capacity and delivering results across the Public Service.

The four key dimensions of the School's Leadership Development Framework are:

• Empowered individuals who are self-aware and able to use modern approaches to exercise leadership over others. They are at the heart of leadership capacity in the Public Service.
• Strong networks which are essential to lead through collaborative relationships. Empowering individuals to build these networks is important to the capacity of modern organizations.
• Developed organizations which require a critical mass of strong leaders who are supported by systems to manage information and decisions. This type of positive environment amplifies the impact of strong individual leadership.
• Connected and aligned organizations that are able to establish a common vision and collaborate in achieving that vision. Their accomplishments would be impossible if they acted alone. Individuals can exercise leadership, develop their organization, and build networks in a way that makes this alignment possible.

These four elements of the Framework aim to develop leadership in a way that enables organizations to achieve better results for Canadians. Through the framework, leaders at all levels (and this includes future leaders) will be provided with the learning tools and opportunities they need. They will be able to develop, share and apply the knowledge, know-how and leadership qualities they acquire, becoming effective public sector leaders in a global context.

Annex 2

Funding Levels for the Canadian Centre for Management Development (CCMD) and the Canada School of Public Service (CSPS) in Support of the 5 Year Report to Parliament

Overview: During this reporting period, CCMD was combined with two other organizations to create the new CSPS. To provide a picture of the funding levels of the former CCMD and the new CSPS over this period, this annex presents three separate tables:

• Table 1: Funding levels of the former CCMD up to its termination on March 31, 2004.
• Table 2: Transfer of financial resources from CCMD, LTC and Tdcterms to create the CSPS.
• Table 3: Funding levels for the CSPS for its first two years of operation.

Table 1

CCMD Component of the CSPS

Over fiscal years 2000-01 to 2003-04 increases to total funding were as a result of increased revenues and funding received for E-learning/Campusdirect and Modern Comptrollership.

Excludes Employee Benefit Plan (EBP)

Notes to the Financial Table:

1. 2000-2001 reflects the final fiscal year reported in the previous CCMD 5 Year Report.
2. Aboriginal: Funding of $160K in 2000-01 and $209K in 2001-02 for learning projects.
3. Diversity: Total funding of $3.2M was provided over a six year period (Fiscal Years 2000-01 to 2005-06) for the delivery of courses related to Diversity.
4. Program Integrity: Total funding of $14M (Fiscal Years 2000-01 to 2005-06) was provided to support computer-assisted learning and make improvements to program support infrastructure and systems in accordance with its legislative mandate. The majority of the funding ended in fiscal year 2005-06.
5. Modern Comptrollership: Funding provided for a period of three years (Fiscal Years 2001-02 to 2003-04) for E-learning courses, Learning Events and Knowledge Based Classroom Training.

Table 2

Canada School of Public Service
Initial Funding Levels Transferred From Founding Organizations

The creation of the School on April 1, 2004 was neutral in terms of funding levels transferred from founding organizations. Due to certain program funding levels reducing or ending (e.g. Modern Comptrollership, Program Integrity and E-learning/Campusdirect), one time in year resources (e.g. carry forward and pilot projects), and adjustments to core programming (e.g. collective agreements), $15.7M was transferred from CCMD to CSPS in 2004-05 compared to a funding level of $23.5M reflected in its last year of operation (2003-04).

Excludes Employee Benefit Plan (EBP)

Note to the Financial Table:

1. Supplementary Funding received in 2004-05 is primarily related to resources approved during the fiscal year for the Public Service Modernization Act, carry forward of funding from 2003-04 and increases to core funding.

Table 3

Canada School of Public Service

This table provides information on program funding for the CSPS between fiscal years 2004-05 and 2005-06. Increases are primarily related to funding received for the implementation of the Public Service Modernization Act and the Policy on Learning, Training and Development.

Excludes Employee Benefit Plan (EBP)

Notes to Financial Table:

1. Core Funding: Includes core resources from CCMD, LTC and Tdcterms as well as ongoing components for Program Integrity, Diversity Training and increases related to collective agreements.
2. Official Languages: includes transferred funds from the Public Service Commission LTC and temporary resources of $11.0M for the Action Plan on Official Languages which ends in 2006-07.
3. E-Learning Campusdirect: Funding was provided to develop and implement computer assisted and distance learning methods and the creation of the e-learning portal and library of self-directed courses for Campusdirect.
4. Implementation of Policy on Learning, Training and Development: Funding for activities primarily related to the Orientation Program, Authority Delegation Training, Functional Communities, Leadership and Registration. $12M represents year one funding which increases to $35M in 2006-07 as per Treasury Board approval.
5. Revenue: The increase in revenues from $12.7M in 2003-04 reflected in Table 1 to $27.3M in 2004-05 is primarily related to the transfer of functions from Tdcterms and the LTC.

Annex 3

The Canada School Of Public Service within the Treasury Board Portfolio

The Treasury Board Portfolio is comprised of three organizations which together support the Treasury Board in its roles as employer, management board and as the budget office of government. Each organization has a Deputy Minister which reports to the President of the Treasury Board.

Treasury Board Secretariat

The Treasury Board is the general manager of the Public Service and has three main roles:

• It is the employer of the core public administration and is responsible for human resources management in the federal public administration, including the determination of terms and conditions of employment and the management of compensation.
• It is the government's management board, responsible for promoting improved management performance, and developing policies and priorities to support the prudent and effective management of the government's assets, human, financial, information, and technology resources, as well as the management and oversight of the government's regulatory function.
• It is the government's budget office responsible for examining and approving the proposed spending plans of government departments and reviews the development of approved programs.

The Treasury Board of Canada Secretariat supports the Treasury Board by providing advice to Treasury Board ministers on the management and administration of government; by overseeing government management performance, and expenditure and financial management; by managing compensation, pensions, benefits, terms and conditions of employment, and labour relations; and by fulfilling the statutory responsibilities of a central government agency. The Secretariat also supports the Treasury Board by providing advice on Governor-in-Council submissions and on federal regulatory policy.

Public Service Human Resources Management Agency of Canada

Serving as the focal point and centre of expertise for the people management of the Public Service of Canada, the Agency works towards establishing a workforce and workplace that is second to none.

In striving towards this goal, the Agency exercises leadership through policy and partnerships; delivers services that support public servants, managers and the human resource community; and maintains the integrity of the human resource management system through monitoring, measuring and reporting. These are the tools the Agency uses to support federal departments, agencies and institutions in delivering advice to the Government and services to Canadians.

Canada School of Public Service

The Canada School of Public Service provides one-stop access to the learning, training, leadership development and professional development public servants need to effectively serve Canadians. The School encourages pride and excellence and fosters a common sense of purpose, values and ethics in the Public Service.

Annex 4

Members of the Canada School Of Public Service Board Of Governors

Chair:

• Kevin Lynch
  Clerk of the Privy Council and Secretary to Cabinet

Members:

• Diane Bean
  Executive Vice President, Manulife
• Margaret Bloodworth
  National Security Advisor to the Prime Minister and Associate Secretary to Cabinet
• Paul-André Comeau
  Professeur invité, École Nationale d'administration publique du Québec
• Ruth Dantzer
  President, Canada School of Public Service
• Michèle Demers
  President, The Professional Institute of the Public Service of Canada
• Nicole Jauvin
  President, Public Service Human Resources Management Agency of Canada
• Alain Jolicoeur
  President, Canada Border Services Agency
• Lucie McClung
  Senior Associate Deputy Minister, Fisheries and Oceans Canada
• Maureen Molot
  Professor, Carleton University
• David Stuewe
  Professor, Dalhousie University and Research Associate, RBC Centre for Risk Management
• Wayne Wouters
  Secretary of the Treasury Board

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