Status of Women committee  From the school's perspective, we don't analyze the curricula or strategies from the private sector. I think what we have at the school is very internal knowledge of the craft of government and how that works, and a very sound understanding of the communities. Our instructors in

Status of Women committee  No, the offerings are there year-round.

Status of Women committee  The bulk of school use is between late August and the end of fiscal year. The school operates 12 months and does have offerings year-round.

Status of Women committee  We don't control the patterns and the departments' spending, but often it more or less follows the flow of having learning plans in place in departments and having their budget allocations to deal with their learning strategies. As well, the summer months are affected by vacation

Status of Women committee  There is demand during the summer, and the way we operate is that most of the instructors are paid per use, so that we don't have the full capacity at the school year-round. We actually get more instructors and more resources available at the school during the busy time, so we ad

Status of Women committee  The school is definitely there to support departments, small or big. Our marketing approaches are often tailored to the needs that we hear from the community. I don't think we marginalize the smaller departments. They're definitely welcome to use the school. The marketing appro

Status of Women committee  Well, I can't talk to what a department.... From the school's perspective, our job would be to make sure to be there to complement and to respond to the demand, following the analysis of a department. If a particular department felt there was a particular need within the departme

Status of Women committee  We have had some conversation. It is definitely creating an impact. We can't measure that impact yet. We haven't seen the fluctuation in the statistics or the number of offerings we need to create. The reason I'm saying that is that I'd say about 65% of our business volume—we're

Status of Women committee  Our calendar offerings are open enrollment, which means that if particular managers have been identified by a department to take a particular course, they would register to the next available offering. These offerings, as I mentioned earlier, are based on demand. But in particula

Status of Women committee  Generally speaking, as a golden rule, it's around 15 to 20 learners. These numbers differ when we have an organization-to-organization conversation, because often it's packaged in a way that we have more flexibility because it's an organizationally led demand.

Status of Women committee  I can't comment on the departments' decisions. Our job is to make sure that the offerings are in the window and that they're available for them to take. That's sort of our role as a school, to make sure it's there for the taking, but we can't enforce the demand or force a departm

Status of Women committee  In terms of schools per se, I don't know of any private schools, but there may be private suppliers that can tailor their learning skills and package information to departments. We don't track what departments hire a particular private sector company to deliver their learning. It

Status of Women committee  I don't have an exact percentage, but I would say as a ballpark that at the core of their mandate, most of our leadership and professional development courses have the craft of government. That includes creating a respectful workplace as well as promoting the code of values and e

Status of Women committee  That is a very accurate statement. This particular curriculum is one facet of it. In other particular areas, the school is used more predominantly. As mentioned earlier, some departments can choose to develop in-house methodologies to do a culture change and a behaviour change

Status of Women committee  From that perspective, we get back to the foundational learning and the authority delegation training. Departments have the role to identify those people—