:··~ ·. .. '.:. ''•.!, ,. . .. .~ ! A srlJbi .rim) ~:... ~StlCB . 3l.lS:ji~jft4: .· - ....... :· +.\~~· .~:· . ; ·-; ~ ",.; ...... . ·- '.-. · - ~ - ' .• _,,._:,: ... ., . -:.: "': ..· ·" .... ~ .. l ~ ) TABLE Of CONTENTS PAGE EXECUTIVE SUMMARY............................................... 1- INTRODUCTION ••.• ~••••••••••••••••••••••••••••••••··············· 7- 7a CHAPTER 1. CHAPTER 2. CHAPTER 3. CHAPTER 4. CHAPTER 5. ) CHAPTER 6. CHAPTER 7. CHAPTER 8. THE NEED FOR STAFF TRAINIM; IN THE JUSTICE AND PUBLIC SAFETY SYSTEM.................... 8- 11 A BRIEF HISTORY Of STAFF TRAINING WITHIN THE MINISTRY CF ATTORNEY GENERAL.................... 12- 17 THE JUSTICE INSTITUTE CF BRITISH COLUMBIA ORGANIZATION, PROGRAMS AND FUNDING.................. 18- 24 TRAINING NEEDS Of THE JUSTICE AND PUBLIC SAFETY SYSTEM....................................... 2S- 46 STAFF TRAINING AND DEVELOPMENT: MEETING THE f\l:EDS ••••••••••••••••••••••••••••••••••••••••• 47- 75 IMPLICATION CF THE TRANSFER CF THE JUSTICE INSTITUTE FROM THE MINISTRY OF EDUCATION TO TO THE MINISTRY CF ATTORNEY GENERAL ••••••••••••••• 76- 83 STAFF TRAINING AND THE JUSTICE INSTITUTE: INCREASING THE COST EFFECTIVENESS ••••••••.•••••••• 84-107 PRE-EMPLOYMENT TRAINING............................ 108-113 CHAPTER 9. FACILITIES: ) 6 ISSUES AND OPTIONS ••••••••••••••••••• 114-127 LIST or TABLES PAGE TABLE 1 - J.I.B.C. PROGRAM STATISTICS SUMMARY.................. 20 TABLE 2 - J.I.B.C. GLOBAL FUNDING 501.JtCES •••••••••••••••••••••• 21 TABLE 3 - J.I.B.C. ANALYSIS CJ" OPERATING REVENUES •••••••••••••• 22 TABLE 4 - J.I.B.C. EXPENDITURE SUMMARY ••••••••••••••••••••••••• 23 TABLE 5 - J.I.B.C. EXPENDITURES BY TYPE •••••••••••••••••••••••• 24 TABLE 6 - SUMMARY CF JUSTICE Al\O PUBLIC SAFETY TRAINING REQUIREMENTS •••••••••••••••••••••.•••••••••• 43-46 TABLE 7 - J.l.B.C. SU...,ARY or COMMUNITY PROGRAMS EXPENDITURES AM> COST RECOVERIES ••••••••••••••••••••• 82 TABLE B - J.I.B.C. SUMMARY CF CHANGES IN OPERATING REVENUE ••••• 85 TABLE 9 - J.I.B.C. SUMMARY CJ" CHANGES IN EXPENDITURE ••••••••••• 86 TABLE 10 - J.I.B.C. STAffING COMPLEMENT CHANGES IN r.T.E.'s ••••• 87 TABLE 11 - J.I.B.C. SUMMARY CF STAFF POSITIONS BY TYPE •••••.•••• 90 TABLE 12 - J.I.B.C. SALARY RANGES ••••••••••••••••••••••••••••••• 100 TABLE 13 - J.I.B.C. COMPARISON CF INSTRUCTIONAL - STUDENT SUPPORT COSTS .....•..•.•.••••••.••.••.•..••.••••.•••• 102 LIST Of APPEll>ICES I. n£ MANDATE AND GOALS CF THE JUSTICE INSTITUTE II. PROGRAMS AND STUDENT STATISTICS SU~ARY III. CORRECTIONS BRANCH TRAINING REQUIREMENTS 1984/95 IV. COURT SERVICES BRANCH TRAINING REQUIREMENTS 1994/85 V. LAI() TITLES TRAINING REQUIREMENTS 1984/85 VI. FIRE SERVICES TRAINING REQUIREMENTS 1984/95 VII. JUSTICE PROGRAM.5 IN PROVINCIAL INSTITUTIONS VIII. JUSTICE INSTITUTE ORGANIZATION CHARTS IX. JUSTICE INSTITUTE RESIDENCE PLAN LIST Of SlBUSSIONS I. DOUGLAS COLLECE POSITION RE ABSORBING THE JUSTICE INSTITUTE II. B.C.B.C. 11STICE INSTITUTE SITE STUDY III. J.I.B.C. POSITION PAPER RE ALTERNATIVES FOR THE JUSTICE INSTITUTE Of BRITISH COLUMBIA. A STUDY INTO THE JUSTICE INSTITUTE Of" BRITISH COLUMBIA EXECUTIVE SJll4ARY This stud)' was prepared in response to a request by Treasury Board to study a number of spec! fie issues with respect to the provision of training in the justice and public safet)' system by the Justice Institute of British Columbia. The study provides a comprehensive analysis of the training needs of the justice and public safety system and how many of those needs are currently being met through the Justice Institute of British Columbia under contract to the Ministry of Attorney General and the Ministry of Heal th. Ths framework has been prov idecl in order to look at two major issues identified by Treasury Board. 1• These are: Is the Justice Insi tute Model the most cost effect! ve way of meeting both current and future training requirements, and 2. Would there be any substantial cost benefit to the government by moving the Justice I nstitute to a different site. In addition to these primary issues, the study also looked at two secondary issues: 1. How the Justice Institute has responded to the requirements for restraint and downsizing, and 2. What areas of the Justice Institute 's organization and operations could be modi fled to yield substantial cost savings without damaging - 1 - the ability of the Institute to develop and deliver effective programs. In looking at the history of staff training within the Ministry of Attorney General it was noted that the justice institute concept was developed precisely because it was the most cost effective way to provide co-ordinated and integrated training across the justice and public safety system. The current and future training requirements identified indicated a strong and continuous need to maintain a structure capable of responding to these requirements on a flexible, timely basis at a reasonable cost. It was also reaffirmed that the best way to maintain the effectiveness of training and cross system co-operation was by having the various components of the justice and public safety system trained in the same structure. Indeed, there is potential to increase the degree of integration and thereby realize further cost savings. The study looked at four alternative models for developing and delivering the training programs required. I These were: Dissolving the Justice Institute and integrating the programs with those of one (eg. Douglas College) or more Community College(s) or Provincial Institute(s). II Maintain a single, specialized public institution (ie e Justice Institute) - 2 - III Establish a single, non-public Justice and Public Safety Training Centre which was part of the public service. IV Totally decentralize the training requirements to each Branch concerned. When these models were analyzed fran the perspectives of costs, program effectiveness, control and identity it was clear that nDdels I and IV could not meet the training objectives of the Ministry of Attorney General. Model III did not appear to offer Bly possibility of providing the same service at a substantially lesser cost than the current nDdel (II). Indeed, none of the alternative roodels to the Justice Institute seem to offer the inherent possibility of providing the same services at a substantially lower cost. The primary issue with respect to cost savings was not, in fact, the model of training itself, but the value of the current site (Jericho Hill) on which the Justice Institute stands. B.C.B.C. was therefore asked to look at four site options from a cost perspective only (ie. no consideration of program issues). These options were: 1. Remain at Jericho Hill 2. Relocate to Building II in the Riverview Complex, Coquit11111 and renovate 3. RedesiCJ1 and expand the vacant Motor Vehicle Testing Station at the south end of B.C.I.T. in Burnaby. - 3 - 4. Construct a totally new facility in Richmond or Surrey An additional option was examined with the assistance of the Ministry of Education. This was to integrate the Justice Institute with Douglas College. When these options were analyzed and compared fran the perspectl ves of providing training programs W\ich effectively met the unique needs of the justice and public safety system, and cost the following was concluded: 1. Building II, Riverview was not available as it was being extensively used by the Ministry of Health, Central Training Services. It was, moreover, too small to meet the current facilities needs of the Justice Institute. 2. The Motor Vehicle . Testing Station, Burnaby would be suitable if extensive rebuilding was done, and if arrangements could be made with 8.C.I.T. to utilize certain facilities such as the gym, track, etc. The high cost of this option however did not appear to guarantee a substantial enough cost savings to make it a recommendable option without a more detailed study. 3. The construction of a totally new facility would involve not onl)' a location which would significantly increase travel time and costs, but which would cost more to build than the resale value of the land the current Justice Institute stands on. 4. The Douglas College option was determined to be unfeasible not only because the W\ole concept on which a justice institute was predicated - 4 - would be co-ordinated, lost, and therefore integrated the training possibility which would of effective enhance the professional identity of the trainees, but which also did not appear to offer any cost savings operationally. The only benefit would be the short term realization of about six million dollars; this was outweighed, however, be the likelihood of more expensive and less effective training on a continuous basis. It was therefore concluded that, given the data available, the best option was to retain the Justice Institute, housed on the Jericho Hill site. When the restraint program of the Justice Institute was examined it was determined that between April 1/82 and April 1/84, the F.T.E. staff complement had dropped by 29% overall (from 116.5 - 83.1). The operating revenue decreased by 18% in 1983/84 (7,553,158 to 6,190,536) and by a further 18% in 1984/85 (from 6,190,536 to 5,333,808). The request to return the 600,000 surplus from core operations has been complied with. The Justice Institute and its client Ministries have clearly designed and implemented an effective restraint program. A number of issues were studied to see if there was potential for further cost savings. These included organizational structure, salaries, and student support costs. It was detemined that there might be some potential for limited savings by considering alternative organizational models in some divisions. It was concluded, however, that this was an area that needed far more analysis and dicussion between the Justice Institute, and the client Ministries and their Branches. - 5 - It was also concluded that in comparison with other educational institutions the salary levels of Justice Institute employees were fair end reasonable. With respect to student support costs it was determined that an on-site residence would not yield substantial cost benefits, especially in light of the fact that the Justice Institute has negotiated for highly satisfactory accomodation at the newly rennovated Y.M.C.A. Vancouver, for almost half of what is currently being paid. Lastly, the issue of pre-employment training was examined to see if it could increase the current training requirements. It was concluded not only that pre-employment training was not feasible for most of the component groups of the justice and public safety system, but also that the actual costs to government of providing such pre-employment training would be greater than the current method. The study is therefore recommending the following: 1. That the Justice Institue model be maintained as the primary development and delivery structure for training programs in the justice and public safety system. 2. That as there does not appear to be eny cost benefit to relocating the Justice Institute to another site, or into another structure, that it remain at Jericho Hill. - 6 - INTRODOCTION This study was requested by Treasury Board last January 1984 in response to the d.e cision of the Ministry of Education to terminate its financial support of the Justice Institute of British Columbia. The study was asked to look at the options for providing training and to make· some estimation as to the costs and feasibility of those alternatives. These alternative models noted were: 1. Meld the operations of the Justice Institute into that of Douglas College or amongst a number of Colleges. 2. Maintain the Justice Institute as a public body but reporting to the Attorney General. 3. Provide the training required directly by each Ministry throucjl a single entity, a Justice Training Centre which was part of the public service, 4. Totally decentralize training amongst the individual Branches of the Ministries, so that each Branch would decide how best to meet its training needs. - 7 - It was determined that these dell very model Issues could not be studied In isolation from a consideration of the role, purpose, scope and nature of justice and publlc safety training. Consequent!)· the report attempts to systematically describe these training needs in a complete context. This larger perspective ultlmatel)' enables the Issue of cost effectiveness, that ls the meeting of the required training needs on a continuous basis at the lowest cost, to be thoroughly examined. ) - 7a - CHAPTER 1. THE tEEO FOR STAFF TRAINING IN 1HE JUSTICE NI> PUBLIC SAFETY SYSTEM The need for staff training of the groups who make up the justice and public safet)· S)'stem are extensive. The Ministr)' of the Attorne)' General has the statutory responsibility for providing or regulating man)' of the justice and public safet)' services in the Province. These services include police, fire, community and institutional corrections, sheriffs, criminal prosecution, court services, coroners, and parole (provincial). In addition, the Ministry has responsibilit)' for some services -mich, -mile not part of the justice and public safety S)'Stem, are part of the legal infrastructure of the Province. such services as Land Titles. This includes The Ministry of Health is responsible for providing Emergency Health Services. Justice and public safety services demand a uniform standard of eff ectl ve job performance. Anything less would both jeopardize the safety of citizens, and their confidence in government to provide an adequate degree of protection to their person and propert)'. Inadequate performance by emplo)'ees of the justice and public safety s)·stem can have consequences that are tragic or disrupt! ve in a way that few other government services are. a) Statutory Requirements Two of the largest components of the justice and public safety system, police and firefighters, - 9 - are not direct emplo)·ees of the Provincial government. The Police Act, sec. 5 ( 1 ) {c) ( d) • and the Fire Services Act, sec. 3{1)(b)., through the Police Commission end Fire Commission respectively, give the Minister of Attorney General a statutory responsibility for the establishment and implementation of selection and training standards. The most practical way in which this training can be done is to have a single Police Academy end Fire Academy which translate the agreed on standards into professional •training programs which guarantee a miniml.Jll level of knowledge and skill for all police officers and firefighters. b) Operational Requirements A high degree of technical competence is required by those working in the justice/public safety system. working as lawyers, few employees of this system have specific professional pre-employment training. the entry level, Moreover, apart fran those Staff training, especially at is the major mechanism for ensuring that all employees have the required skills and knowledge to perform their functions at a specified level of competence. Only some of this can be the provided using on-the-job training; use of formal, professional training programs, in an appropriate environment, is essential. The whole field of justice and public safety is changing continuously under the impact of legal ) - 9 - and procedural revisions, and changes in technolog)', technical skills but which not onl)· require an upgrading of also define new areas computer crime or hazardous materials). of activity (e.g. Once these needs for knowledge and skill development have been identi fled, they must be provided quickl)'. There is thus a constant need for a responsive and sophisticated training structure available to each component of the system. c) Convnunity and Private Sector Agency Requirements There are many individuals in community and private agencies .mo provide services that are part of, or which are related to, the ~ourtworkers, John justice and public safety system (e.g. Native Howard Society, Sexual Assault Centres). In man)' cases these agencies and individuals are under contract to, or funded by, a statutory agency to provide these services. The Ministry of Attorney General therefore has a responsibility to ensure that these individuals are also provided with the opportunit)' to remain current with new laws, policies, procedures and technical skills. This does not so much mean paying for such training as it means providing a structure or organization which has the expertise to coordinate and organize the many programs required. d) Public Education Requirements In addition to its responsibility for ensuring the competence of the employees of the justice and public safet)' system, the Ministries involved also have an indirect responsibility for the education of - 10 - the public in basic justice and public safety matters. This role is essential to reducing the risk to citizens in the first instance, and to limiting the need and demand for costly services. The prime examples of this are in the areas of crime and fire prevention. - 11 - CHAPTER 2. A BRIEF HISTORY ING 1. Organization The Justice Institute is governed by a Board appointed by the Provincial Government. The Board hires a Principal who is the operational manager of the Institute and the line supervisor of the various divisional directors. The Principal is responsible not only for internal operations but also for liaison with the senior levels of the Ministry of Education and the client Ministries, Attorney General and Health. The Institute is divided into six divisions. i) These are: Justice Programs Division (responsible for Corrections, Courts and Land Titles; these were previously independent components but were combined as a restraint measure) ii) Police Academy iii) fire Academy iv) Emergency Health Services Academy v) Educational Services (compos~ of Community Programs, Library and Media Services, Program Development, and Counselling Services) vi) finance and Administration Each program division is headed by a director who reports to the Principal. The directors of the three divisions which are wholly funded by the Ministry of Attorney General (Justice Programs, Police, fire) - 18 - av..., developed extremely close ties with the Ministry Branches for which they provide programs. This is, in fact, a quasi-reporting relationship which, while not represented on a formal organization chart, works effectively and is acceptable to both parties. Many of the staff of the Academies are seconded from operational units in the corresponding service component. The six divisions, interdependently. The while organizationally Educational discrete, function Services Division co-ordinates Community Programs, but when this involves an area of expertise of one of the other program divisions, that division is extensively involved. The Educational Services Division also provides cross-divisional support systems including: i) multi-media library and media resource centre ii) program development services iii) psychological services iv) physical fitness co-ordination and instructional services. Similarly the Finance and Administration Division provides support services to all other divisions in the form of facilities management, finance, personnel, purchasing, receiving and convnunications. This is the standard college model. See Appendix I for the goals of the Justice Institute as stated in their Charter. -2. Program Table 1 provides a summary for. the past four years (80/~1, 81/82, 82/83, 83/84) of the total nuni>er of courses per academy, the nunt>er of - 19 - Pages 20-24 missing from original CHAPTER ... TRAINING tEms · redefined. It is important to note that the need for staff training is not predicated on the assumption that the number of people working in the system ls continually increasing. Indeed, as downsizing occurs and some job functions are eliminated or compressed, there is a corresponding need to ensure that those remaining understand their redefined jobs and are competent to perfonn them effecti vel)'. However, even while the various components of the justice and public safety S)'Stem may not actually be growing in numbers (and in some cases there will be real growth), turnover in existing staff will make it necessary to recruit and train new employees on a regular basis. - 25 - The current training needs by component area are outlined below, as well as an attempt to examine possible future needs. This analysis does not presuppose any particular organization or structure for the delivery of programs to meet these needs. Nor does it impl)· that all these training needs must or can be met using one format, such as centralized, group training classes. Table 6 provides a sunmary of the training needs described in thi s chapter. 1. Police Current Needs i) Recruit Training - Municipal forces have started having to hire new police officers either to replace existing ones or to expand the forces. Recruit training involves five blocks (one of which block II is field experience) of 14, 8, 10, 3.5, and 3.5 weeks respectively. participants. Each class has an average of twent)·-five In the calendar year 1984 there are 3 block I, 3 block II' s, 2 block III' s, 1 block IV and 5 block V courses scheduled. Successful completion of this "Peace Officer's Basic Training Program" gives recruits uni form status of "Quall fled Municipal Constable," which must be attained prior to the first annlversar)' of their appointment. For persons with previous police challenge experience, exemption and procedures are designed to prevent superfluous training. By the fourth anniversary of appointment, police officers must attain "Certified Municipal Constable" status which involves completion of the "Peace Officers' General Training Program." This requires two four week periods of training in each of the second and third year of the candidates' service. - 26 - This C)'Cle ls continuous and the numbers are likely to slowly rise as the most severe aspects of restraint recede and as conwnunltles contln·ue to grow In size. U) Non Recruit Training - Extensive training ls required on an ongoing basis by police officers, either to develop specialist and technical skills or to be upgraded on new legislation and . judicial/administrative procedures which affect their required performance. Wherever possible this training is done so that it both municipal involves ~ppendix and R.C.H.P. officers. II for the list of courses offered in 83/84.) (See This training ls essential to ensuring that police have the skills necessary to successfully investigate, arrest, report and give evidence, as new rights and procedures (eg. The Charter of Rights, The Qnnibus Bill to Reform the Criminal Code) are being defined b)' legislation and the judiciary. It ls also necessary to ensure that police can utilize new technology and technique, at an effective level, and are able to respond to new types of crime. Training iaries. ls also required b)' police reserves/auxil- The extent of the training needs of this group is still unclear but as connunities attempt to reduce the size and cost of their police forces, their use of reserves and auxiliaries is likely to increase, with a concommltant requirement to prov Ide them wl th a mlnlnun defined level of training. - 27 - Future Needs i) Administration of Justice - The ongoing changes to the system of enforcing and administering justice in Canada will provide a corresponding need to train police officers in new procedures. ii) Technology Change - Technological advances not only change the equipment and methods that police use to investigate crime but also define new areas of criminal activity crime) which police must respond to. (e.g. computer This requires a systematic process for identifying the new training needs and then developing and delivering appropriate training programs. iii) Population Growth - Current economic forecasts predict that B.C. will lead Canada in economic growth over the next decade. If that ls true then a corresponding rise in popula- tion, primarily expected. This, through external lnmigration, can be in turn, will increase the size of major conmunlties and correspondingly the need and demand for police services. iv) Provincial Police Force - At the current time the R.C.M.P. is contracted as the Provincial police force. Training ls provided through the R.C.M.P. structure although mainly paid for by the Province as part of the contract. When the current contract expires in 1990 it ls by no means certain that it will be renewed, either because of cost or Federal policy. If the Province has to assume direct responsibility for creating - 25 - and operating a Provincial Police requirements would be extensive. training required at substantial the training Even if there was no recruit there would still have to be first, orientation force, training for those R.C.M.P. .mo switched to a B.C. Provincial Police Force, as well as all the advanced training currently provided by the R.C.M.P to its members. Even if the R.C .M.P. were to remain as the Provincial Police Force, the cost of their training programs might prompt the Province to seek to provide some of that training more directly and locall)'• If the R.C.M.P. were no longer the Provincial Police Force it is most probable that they would no longer be contracted as municipal police forces either. This also would have profound impact on the need to provide an increased level of training to police. v) Private Security Industry - In the last t*> years there has been a mushrooming of businesses selling security S)'Stems and protection services. these businesses The Province has regulatory control over through the Private Investigators and Security Agencies Act ( 1981), although no regulations have yet been approved. However, it ma)' be desirable to require some training as part of the cert! flcation process, which would be provided at the expense of the participants. - 29 - 2. Corrections Current Needs i) Recruit Training - Recruit training ls provided to both institutional staff (custodial officers) and communit)' staff (probation officers). Because of downsizing of the community staff it is anticipated that the Branch will not have to recruit and train any new probation officers, or that replacements will be available, if required, from those laid off. This ls a temporar)' situation, however, and by fiscal year 85/86 recruit training programs will be required for communit)' corrections staff. This involves twelve weeks of classroom training, four weeks field experience, and six months on the job training. Since Institutional . staff were not reduced to as great an extent as the community side, and because there is higher turnover, there will still be four recruit training classes required (down from five which is the normal )'early requirement) for adult institutional staff, and one (down from two) for juvenile insti tutlon staff. These programs involve four blocks of training totalling two weeks of on-site training, five weeks of central, classroom training and 6 months on-thejob experience. Recruits are required to complete blocks I and II before permanent status can be granted; blocks three and four · must be completed within the two )'ears recruits appointment date. - 30 - of the ii) Non Recruit Training - In the non-recruit area Corrections has class! f ied its training programs into categories of critic al and essential, enrichment and developmental. Critical and essential training consists of a wide variety of knowledge and skill development programs (such as First Aid, Firearm Instructor, Tactical Squad, Young Offenders Act, Mld Family Violence), which are regarded as absolute!)· necessary to enable employees to ful full their job Enrichment training is regarded as desirable, critical (at least in the short term). such programs Witness, and as Power Writing, Interviewing although not This category includes Youth and functions. Management, Motivating Expert Clients. Developmental training is seen as necessary in the long term to develop and motivate employees but is fairly low priority in the current restraint environment. A complete list of the courses planned for fiscal )'ear 94/95 in each category has been attached as Appendix III. Future Needs i) Contemplated Basic Training Programs a. A group including the Directors of L.M.R.C.C., V.I.R.C.C., P.C.R.C.C. and Lakeside C.C. have commissioned a proposal that · would involve the use of assessment centres and a continued moni torlng of staff b)· Staff Development for the first· fl ve months of training. This would enhance the initial training and screening effort. - 31 - b. The group reviewing women's programs has recommended that basic training for administrative support staff be developed and made mandatory. c. Young Offenders Act: If the Young Offenders Act goes ahead, basic training for staff at new institutions will be required. ii) Upcoming Initiatives a) Integration of Posts: These programs will support women and men in working out how they will work together in institutions. b) Programs for Women, Natives and Handicapped: government initiatives in these areas Responses to include career planning, support groups and affirmative manpower planning and training. c) Crime Prevention: The Crime Prevention Committee in the Ministry is pushing initiatives in crime prevention. This includes for making crime prevention a priorit)' Correction's staff. d) Automation: As word and data processing equipment is put into the field, training is needed in how to operate the - 32 - machines, to input and use central systems and mvelop systems for one's own use. e) Changing Management Styles: Demands for infoumtion, tighter accountability, reduced resources, et cettn all mean a high~r level of personal and management skil~ will be needed. The Public Service Commission will be pshing management training and Corrections will be required to link into these initiatives. f) Support for Change: Regional reorganization studies. staff have be~ doing Downsizing will have its fill! out in changed practices on the community side. Tms will require more regional staff time both for traimng and potential continued reorganization. g) Increased Support for Human Resources Planning: With reduced opportunities for advancement, as the sysks is no longer expanding, use of secondments and convnittms will become more important in providing challenge and learning experiences for staff. As well, data to allow far q,1icker responses to downsizing or upsizing according to the collective agreement guidelines will make future changes much easier than the current one. Information an our success in social action programs such as integnlion of posts, employing natives and changing the sex Dtio in mangement will help us to judge the effectivenes of our initiatives in these areas. - 33 - Finally, a clear et"hncement of strategic and management planning systems will be required. h) Increased Linkage to Personnel and Increased Integrated Human Resources Planning in the Ministr)': Personnel will continue to carr)' a huge burden given continuing change in the Ministr)' generally. branches of As is resources. Attorne)' well, the heightened General and in government interdependence because of with reduced (Cro.-i must send fewer clients.) other access to It is timely that this integration occurs now. 3. Court Services Current Needs This Branch is current!)' in a state of result its training needs are being redefined. tr~nsition and as a The training needs by component areas have been as follows: 1) Deputy Sheriffs - This has been a ten week course involving seven weeks experience. of central training and three weeks field Training has covered such topics as first aid, criminal law, collison prevention, intervention etc. With the handgun training, elimination of the crisis Sheriff's serving functions, and a subsequent downsizing of the force, modifications to the training program will be required. Until staff turnover's produce enough vacancies, no training programs for Sheriff ' s will be required. - 34 - ii) Court Registrars - A. number of programs, lasting from two to five days, are provided, in a varlet)' of topic areas. These include such topics as, Enforcement of Judgments, Supreme Court Rules, Valuation of Assets. As Court Services is compacted and streamlined, additional training will be required to ensure that staff know the new mix of duties and are able to perform them effectively. This includes managerial functions. i 11) Court Clerks - Programs have been prov lded for Court Clerks (eg. Small Claims) at the basic, levels. These courses have procedural knowledge and skills. intermediate and advanced concentrated on developing This is another area which is in transition as jobs change. Future Needs It is not yet clear what the precise needs will be. It is safe to assume, however, that as the Court Services Branch is reorganized in light of restraint, that staff will require training to ensure they are familiar with their new job roles and are able to respond to new procedures designed to increase productivity. In addition, there is a continuous ongoing need to train people in new procedures required b)' statute (eg. Young Offenders A.ct) or any substantial change in technology. Please see Appendix IV for an outline of anticipated training programs required up to 1996. - 35 - 4. Land Titles Land Titles is currentl)· in a state of transition. The Branch is about to undergo a major reorganization as a result of both a switch to computerized operations, as well as a deliberate attempt to increase effectiveness and productivity. substantial amount of training This will require a over the next two )'ears. The training needs fall into the following areas. i) Technical - As the Branch is computerized, staff must learn both how to use the computer based administrative systems, as well as how to perfonn the new mix of duties required in a computerized operation. ii) Developmental - The new structure will alter the old "growth" classification series in which all staff came in at the 0 .A.1 level and "grew" to the Clerk 6 level via a series of examinations and on-the-job training experiences. The new classifi- cation structure will consist of a Land Title Clerk (0.A. 2), a Land Title Examiner Trainee (Clerk 4), and a fully qualified Land Title Examiner (Clerk 6). One will become an Examiner Trainee by the normal Public Service ColMlission competition process and, once in the training position, will learn the job by a combination of on the job experiences and use of the training manual. Once the trainee meets articulated compe- tency standards for a Clerk 6, the individual will automatlcally be promoted to that level. This approach makes the development, monitoring and modification of a training manual - 36 - critical, as substantial resources in terms of staff time and contracted expertise from the Justice Institute are required for at least the next )'ear. iii) Management - The reorganization management functions. will change and broaden This will require . a training program for all management staff to upgrade their skills so that the new structure can meet its potential. Programs will concen- trate not onl)' on the technical systems management but also financial and personnel management. As the new system becomes fully operational, additional training needs will be identified and incorporated into the training program. Please see Appendix V for a full description of the spec! fie training programs required in fiscal )'ear 84/85. 5. Fire Commissioner Current Needs The Fire Academ)' has been one of the prime mechanisms for the Province to upgrade and standardize the skill level of firefighters, both professional and volunteer. There ls not as )'et any recruit or apprenticeship program and the main focal points of the professional programs are to develop the knowledge and skills of the higher ranks; to provide specialized programs in certain techniques of investigation and control; instruct local trainers in instructional techniques. also the requirement to continually - 37 - train and to There is volunteer fire fighters in basic skills aid to enable volunteer officers to be more effective trainers and managers. In 1984/85 the fire Commissioner estimates that two hundred and thirty one courses need to be provided to a total of 6,120 students for a total of 25,750 training days. Please see Appendix VI for a description of these programs. future Needs A number of impending developments affect the need for training of firefighters and fire managers: i) Technology Change - Constant upgrading of skills is necessary as new techniques and equipment are developed to prevent, control and extinguish fires. · The continual development and industrial application of new materials and chemicals places a continuous demand on firefighters to be able to respond to the threat and incidence of fire. ii) Certification of Volunteer fire fighters - There is serious discussion that there should be an optional volunteer firefighter certification progran to ensure that they have the knowledge, skills, and physical ability to prevent and control fires. If this is implemented, a standardized training program and examination process will be necessary which will substantially increase the need to provide training. Moreover, some recertification process after a certain period of time is also likely to be required. - 38 - iii) Apprenticeship Program establish apprenticeship an Plans professional firefighters. ere program being considered for all to full-time If this is implemented there will be a need to develop and manage a complex training program and examination process. The impact on both the Justice Institute and the Fire Commissioner will be far reaching. iv) local Assistants to the fire Commissioner - There are over 600 individuals in this capacity who have a statutory requirement to enforce the Fire Services Act and pursuant regulations. At the of current time these local Assistants are a mix professional firefighters, volunteers or even R.C.M.P., and the only training they receive is a basic orientation. A more comprehensive level of training is seen as desirable for this group, especially if Regional Districts start to employ individuals in this capacity. 6. Emergency Health Services Current Needs - The Emergency Health Services Academy provides training programs to four major groups: i) Emergency Health Attendant I - This group of approximately 2,400 individuals are part-time ambulance drivers and attendants based primarily in rural convnunities. They currently receive e 70 ·hour training progrsm which is provided throucjl distance education. Instructors travel to the field or, in the case of first-aid, the training is done through local resources. - 39 - ii) Emergency Medical Attendant II - This group of approximately 544 individuals are full-time employees; the majority (407) work in major urban centres. first response hospitals) emergency They ere responsible for the health in those communities. services (outside of Their training program involves a combination of on-the-job trainirg and 240 hours of formal instructions. E.M.A. II's have to be recertified every three years; t his involves 40 hours formal instruction. iii) Emergency Medical Attendant III - This group of approximately 123 full-time employees is broken into two components: a) Infant Transport Team - These workers are responsible for the movement of seriously ill or injured infants and children. Their training involves a combination of on-the-job trainirg and 240 hours formal instruction over an eighteen trKJnth period. b) Advance Life Support (A.L.S.) (Paramedics) - These workers provide more complex emergency health services required outside of the hospital setting. There are two categories of A.L.S. attendants: 1. A.L.S. I mellDers - Their training involves a combination of on-the-job training and 120 hours formal instruction over a six month period. 2. A.L.S. II members - In addition to the above training, A.L.S. II mellDers receive a further 120 hours of formal instruction. - 40 - The formal training is augmented by six roonths on-the-job training, which includes internship. E.M.A. Ill's are required to recertify every three years. It is proposed that the recertifi- cation procedure will entail 40 hours of formal instruction similar to the E.M.A. II recertification. iv) Professional Health Personnel - Programs are provided to doctors and nurses who work in hospital Emergency Departments, primarily in Resuscitation. Cardiac skills and Cardio-Pulmonary (Please see Appendix II for student statistics). E.H.S. Arrest courses and These programs are provided through the Academy and should not be confused with programs offered through the Community Programs section of the Justice Institute. Future Needs i) Turnover and Growth - The compliment of part-time personnel exhibit an apparently high turnover rate. This rate is difficult to measure due to peculiar dynamics. Real growth of the part-time compliment is limited, but an ongoing requirement exists to train replacements for those who leave the service. The E.M.A. II component is a stable component with a recent annual turnover of about 2%. for growth is limited. - 41 - The potential of this component Among the E.M.A. III 's, burn-out is the predominent cause of turnover. Due to their limited number, the turnover rate is proportionally higher. ii) Recertification - The requirement to recertify every three years presents a continuous need for such programs. iii) Medical Technology experiences changes. a high and rate Techniques of The technological medical and field technique Emergency medical personnel must be familiarized with these and tested to ensure they can utilize them. iv) Upgrading of E.M.A. l's - There is some dissatisfaction with the general level of skills of E.M.A. 's and a belief in the health community that their skills should be upgraded to more closely resemble those of E.M.A. II' s. In addition, some of the training currently provided through local resources (e.g. First Aid) is felt to be too expensive. - 42 - TABLE 6 SUMMARY IF JUSTICE AND PUBLIC SAFETY, TRAINING REQUIREMENTS COMPONENT 1. POLICE CURRENT NO. or EMPLOYEES CURRENT TRAINING REQUIREMENTS Municipal Independent - 1,719 - 1,827 Municipal RCMP - 1,727 Prov RCMP 934 Fed. RCMP TOTAL 1. 6,207 2. 2. CORRECTIONS Correctional Officers Security Officers (Aux) Probation/Community Officers - 923 277 424 r,624 1. Recruit Training for 12 Municipal Forces: involves five blocks of training of 39 weeks total over one year; en additional 4 weeks is required in each of the second · end third year. This provides basic knowledge and skills in law, police procedures, communications, firearms etc. Advanced Training: this involves regular upgrading or teaching of new procedures, techniques or legal requirements; this includes not only independent 111Jnicipel forces but also some RCMP personnel. Recruit Training: Institutional involves four blocks of training of 7 weeks in classroom setting, and six months on-the-job training; in fiscal year 84/85 there will have to be four classes for adult institutions mid one for juvenile institutions. Provides basic knowledge and skills in procedures, inmate behavior, firearms etc. Community this program involves 12 weeks elaaaroom training, 8 weeks field experience E11d six months on the job training; due - 43 - FUTURE ·TRAINING REQUIREMENTS I 1. Expansion due to population growth. 2. Changes in law and procedure (eg. Young Offenders Act). J. Changes in technology (eg. Computerization) 4. Private Security Industry. 5. Possible establishment of a Pr~vinciel Police Force or the assumption of training delivery for contracted RCMP. 1. Changes in law and procedure (eg. Young Offender's Act) 2. Changes in technology (eg. automated data system) 3. Changes _in management responsibilities and styles 4. Changes due to reorganization based on downsizing. TABLE. SUMMARY or JUSTICE AM> PUBLIC SAFlTY, TRAINING REQUIREMENTS ;oMPONENT CURRENT f'fl. CJ"' EMPLOYEES CURRENT TRAINING REQUIREMENTS FUTURE TRAINING REQUIRI:..: -, iS to downsizing there will not be any courses in f iscel 84/85 but will be required in fiscal 85/86. J. COURT SERVICES Sheriffs Court Clerks Court Recorders Court Reporters TOTAL - JJ8 - 214 76 - 128 - 2. Advanced Training: this involves regular upgrading for such things as firearms or first aid and the teaching of new procedures, techniques that are essential to the job performance. (eg. Young Offenders Act, family Violence, Expert Witness). 1. Deputy Sheriffs - normally a 10 week course involving seven weeks of classroom training end three weeks field experience; provides basic knowledge ald skills of law, sheriff procedures, first aid, handgun training etc; due to downsizing of sheriffs it is not clear what training needs will be in fiscal year 84/85. - 756 2. Court Registrars - involves e nunber of specialized program, lasting from 2 - 5 days, on essential knowledge and skills areas - eg. Supreme Court Rules, Enforcment of Judgements, Young Offenders Act. 3. Court Clerks - involves a comprehensive training programs, primarily on-the-job, into basic procedures; advanced programs are - 44 - 1. Changes in law and administrative procedure (eg. Young Offenders Act) 2. Changes in technology (eg. date systems) J. Changes in management responsibilities. 4. Changes in job functions due to downsizing and reorganization. · TAf. SUMMARY lT JUSTICE AND PUBLIC COMPONENT CURRENT NJ. Of EMPLOYEES ~ ETY, TRAINING REQUIREt-l:NTS CURRENT TRAINING REQUIREMENTS FUTURE TRAINING REQUL .·1t:NTS provided as required (eg. Young Of fenders Act) 4. ~. LANO TITLES FIRE 1. all personnel - 291 Paid Professional - 3,054 Volunteer - 5,000 Industrial 300- TOTAL 1. 8,354 This Branch is in a state of transition due to a switch over from a manual to an automated system. The primary need, will be technical, developmental and management. (Note: Land Titles, has a unique classification and promotion system which involves continuous training end examination. ) 1. ongoing nndifications to automated system. 2. ongoing developmental training within classification grid. Professional - main emphasis is on developing knowledge and skill of the high ranks so they can be more effective leaders; instruction of local trainers in instructional techniques; provide programs in state of the art tehnology and techniques (this is especially relevant in areas such es hazardous materials). 1. Changes due to technology end firefighting methods. 2. Certification of volunteer firefighters. 3. Apprenticeship program for professional firefighters. 2. Volunteer - these programs ensure that volunteer firefighters have the necessary basic skills to be effective in the suppression of fire. J. local Assistants to the fire Commissioner - these individuals (over 600) are responsible for enforcing the fire Services Act an PUBLIC SAFETY, TRAINING REQUIREMENTS CURRENT Ml. CF EMPLOYEES E.M.A. I E.M.A. II E.M.A. III TOTAL - -- 2,200 544 123 CURRENT TRAINING REQUIREMENTS FUTURE TRAINING REQUIREMENTS 1. 1. Upgrading of E.M.A. I's to a higher level of competency. 2. Changes due to medical technology and techniques. J. Routine 1..pgrading and recertification. J,067 E.M.A. I - 70 hours of basic instruction in driving, transporting, first aid, etc. (these are part-time rural attendants) • 2. E.M.A. II - these are full-time attendants end receive an extensive training program involving 240 hours of formal instruction in basic skills and procedures; They must be recertified every J years (40 hours). J. E.M.A. Ill - this category of full-time advanced workers includes both Infant Transport Teams and Advanced Life Support (Paramedics); this involves 240 and 120 hours (with an additional 120 hours for A.L.S. !l's) formal instruction respectively; recertif icetion must be done every J years and is proposed to include 40 hours formal instruction. 4. Professional Health Workers Doctors and nurses who work in hospital emergency departments receive training in cardiac arrest and cardio-pulmonary resuscitation techniques. - 46 - CHAPTER 5. 1. STAIT TRAINING Nf) OCYELOMNT - MEETING lHE t£EDS The Staff Training Process When one examines the multiplicity of training needs outlined in the previous section, the one thing that becomes obvious is that there is no one single mode of deli very which can meet all the needs. What ell these programs have in common, however, is that they are identified, developed, delivered and evaluated using a similar process. The Ministry of Attorney General hes defined these processes in terms of functions which are common to all Branches. This process model can be charted as follows: Functional Model of Staff Training Responsibility Function Identification of job require- Ministry of Attorney General ments in terms of specific tasks Branches (including Personnel) and functions performed by employees - Evaluation of employee skills Ministry of Attorney General and determination of entry Branches (including Personnel) standards - Articulation of training needs Ministry of Attorney General as specific functional goals and Branches in consultation with objectives delivery organization - Identification of significant Ministry of Attorney General parameters, e.g. resources Branches with Involvement of available, time, operational Personnel, Senior Training limitations, educational Committee limitations, etc. - 47 - runction Responsibility - Selection and priorizetion of needs to be met within current planning cycle Ministry of Attorney General Branches (consultation with delivery organization may be required) Ministry of Attorney General Branches - Transmission of expected outcomes (knowledge, performance, etc.) to program development and delivery organization - learning objectives and design of progran curriculum - Review and approval of learning objectives end curriculLm by Ministry of Attorney General - Preparation of progran for delivery (this includes such functions as scheduling, securing of physical and human resources, co-ordination of instructors, preparation of materials - Selection of participants - Progran delivery - Evaluation of program i) client satisfaction ii) impact on job performance - modification of program design or delivery based on evaluation results - 48 - Delivery organization in consultation with Ministry of Attorney General Branches Ministry of Attorney General Branches Delivery organization Ministry of Attorney General Delivery Organization Delivery Organization Ministry of Attorney General Branches Ministry of Attorney General Branches (with assistance from Personnel) Delivery organization in consultation with Ministry of Attorney General The functions outlined in this model have to be performed irrespective of whatever structures the Ministry used to actually provide the required training positions. It should be noted that training programs can be developed in more then one delivery format so that there is a choice as to whether to train centrally, at a distance, on-the-job, or through independent study. 2. Alternative Models for Delivery of Staff Training This section outlines five generic models of delivery for justice end public safety training and education programs ~d analyzes them from the perspective of their inherent advantages or disadvantages in a number of significant categories. I) The four models are: Justice and Public Safety Education/Training Component es pert of a Non-Specialized Community College or Provincial Institute II) Specialized Public Institution for Justice end Public Safety Education/Training (i.e. a Justice Institute) III) Ministry of Attorney General Justice end Public Safety Training Centre IV) Dispersal of Justice end Public Safety Training functions Amongst Branches of Relevant Ministries - 49 - Each model has been briefly described and then analyzed from a number of perspectives in terms of the advantages and disadvantages of that model to a particular factor. The current Justice Institute roodel has been used as the base for comparison. 1. Cost - i) The factors studied are: facilities ii) core administrative services iii) number of staff iv) salaries and benefits v) support services (library, development) vi) travel and accommodation vii) miscellaneous 2. Program and Quality Issues 3. Control 4. Identity - 50 - media, curriculum MOOEL I Establish Justice and Public Safety Traini~ as a component of the regular progranming of a single non-specialized Provincial Institute or Community College. 1. Description Justice and public safety training/education programs would form a program department integrated into the regular structure of the institution on the same basis as any other program. There would be a department head (or perhaps divisional head), and program managers for each of the Academy areas. All managers would likely be institution employees, but instructors may or may not be (i.e. they may be seconded). 2. Cost a) Facilities Advantages - maximizes use of existing facilities. Diaadv.,tages - some cost for adapting facilities to ensure security of dangerous equipment or sensitive materials. b) Core Administration Services Advantages - no separate structure required for accounting, - 51 - financial, stores or maintenance services; therefore likely to be some cost reductions due to economies of scale. Disadvantages - may be increased costs as Institution would have to meet reporting system needs of a variety of clients. c) No. of Staff Advantages - central administration staff (i.e. Bursar) working solely for justice and public safety programs would be less. Disadvantages - more program staff would be required because teaching loads, holiday time and preparation time are different. d) Salaries md Benefits Advantages - none. Disadvantages - if negotiated agreements end faculty scale applied to staff costs would increase significantly as salaries and benefits are higher (i.e. 10 month year as opposed to 11 month year) • e) Support Service (Library/Media, Curriculu. Oevelopmnt) Advantages - potential for reduction of costs due to economies of scale; not likely to be significant as specialists will still be needed. - 52 - Disadvantages - segregated space for certain library and audio-visual recources required. - less control over what services will cost. f) Travel/Acca.IOdation Advantages - if on site residence with meal service, meal costs will decrease substantially. Disadvantages - if on site more then 20 minutes from Venouver City Hall travel costs (time and expense) will increase. - if on site residence accommodation costs will increase. g) Miscellaneous Advmllage - revenue can be generated through programs for community end public in justice/public safety area but not to same extent as a specialized institution. - 53 - J. ProgrMl/Quality Issues ProgrElll requirements are the same irrespective of what models are used. There are some potential advantages mid disadvantages to each model in this area however. Advantages - cross-fertilization between instructors fran different different disciplines. - availability of expertise outside of functional justice/public safety area, i.e. management, communications, human relations. Disadvmtages - loss of focus on specific job related functions; more academic. - loss of specific emphasis on justice and public safety training and education. - likelihood of less credibility with justice and public safety employees. - senior institutional staff rDt likely to have experience, contacts or sensitivity to justice and public safety issues and personnel. - S4 - 4. Control Advmttages - none apparent. Disadvmttages - client Ministries less likely to have control as their programs form only a small part of overall programs of the institution. - have to deal with large institutional bureacracy. - less control over the cost and type of services. - potential for role and organizational conflict with clients. 5. Identity a) Institutional Advantages - none apparent. Disadvmttages - loss of unique identity, ie the Justice Institute concept. - loss of segregated facilities. - loss of collective identity of justice and public safety components. - 55 - b) Professional AdvlWltages - may be increased prestige due to being part of faculty or student body of a large College or Institute. Disadvaitages - likely loss of identification with justice end public safety system ,collectively end with component. - emphasis of ecculturization within component group would be reduced. Note: A variation of this RKJdel would be components amongst two or more Institutions. to split the program This would generally increase the costs through duplication of structures and reduce the opportunity for focussed, co-ordinated and integrated training in the justice and public safety system. These tendencies will increase with the number of Institutions involved. - 56 - lllOEL II Specialized Public Institution for Justice Training end Education (i.e. a Justice Institute). and Pubic Safety This is the 111Jdel currently being used. 1. Description Major justice end public safety training and education programs would be contracted to an educational institution whose mandate was solely in that field. It would be chartered under the "Colleges and Provincial Institutes Act" with an appointed Board. Chapter 3 for a complete organizational description.) (See It would normally report to the Minister of Education but there is not statutory impediment to reporting relationship being to another Minister. 2. Cost a) facilities (This discussion assumes that the current site would continue to be utilized. Please see Chapter 8 for the implication of maintaining a Justice Institute but changing the site.) Advmltages - no additional costs required to maintain current program. Disadvmltage - potential value of land is high. - 57 - b) Core Adllinistration Services - all systems for client groups are in place. - small non-bureaucratic structure. Disadvmtages - relatively small size of institution may not produce the same economies of scale as might be experienced as part of a larger institution. c) Nl.llt>er of Staff Advriages - program staff work an 11 month year. - no increase in staff required. Diaadvriages - small size of institution still requires senior administrative staff. - salaries would be lower than institution. - 58 - in a larger educational d) Salaries S'ld Benefits Advriages - Fair Comparison Method ensures benchmarks from Public Service and operational agencies are utilized as part of the formula for establishing salaries. - salary flexibility can attract hic11 quality staff. - salaries are lower than they would be in a larger educational institute. Diaadvriages - continued internal inequity amongst instructors from different Academies (because of secondment). - some salaries are higher than they would be if the staff were public servants. e) Support Services (Media/library, CurriculU11 Develop11Br1t) Advantages - systems already in place. - specialized curricul1.111 development staff available. DiaadvS'ltages - - Equipment usage less than maximum. - 59 - f) Travel 9ld AccOllllllOdation AdvW1tages - close proximity to major users. - close to reasonable cost accommodation (i.e. Y.M.C.A.). Disadv•tages - no saving in meal per diems. - substantial distance fran burn site and firing range. g) Miscellaneous Advantage - substantial revenue can be raised through programs to community agencies and the public which offset infrastructure end Academy costs. J. Program/Quality Issues Advantages - total focus on justice and public safety training and education. ) - specialized curriculum development staff available. - 60 - - continuation of high quality progranvning. - continued ability to meet training/education needs in justice and public safety of community agencies 1r1d the public with high quality specialized programs. Disadv.-.tages - not the same range of specialists with skills outside of the justice/public safety area available. 4. Control Advantages - high degree of control through contract mechinism and close Branch-Academy relationships. Disadv.-.tages - potential for role or organizational conflict with client groups. 5. Identity a) Institutional Advantages - maintenance of unique identity of justice and public safety training. - sense of ownership and pride in overall facility by client groups. Disadv.-.tage - none apparent. - 61 - b) Professional Advantages - hig, identification with justice and public safety system as a whole and also with individual component. - credibility of being part of a specialized higher educational institution. - 62 - MOOEL III A specialized Justice and Public Safety Training Centre which is a Branch of Government. 1. Description The major portion of justice and public safety training would be provided directly by the Attorney General's Ministry (in co-operation with other client Ministries such as Health), still utilizing a centralized structure. All staff would be public servants or secondees fran non-Provincial Government operational units. There would be a senior administrator of such a Training Centre who would be part of the Ministry's structure. continue to be semi-independent Academies There would utilizing conman facilities, equipment and support services such as library/media and program development. provide programs for There would not likely be any mandate to community organization and the public on justice and public safety topics, as this facility would not be a public educational institution. 2. Cost a) Fm:ilities Advantages - same amount of space is needed as with any other model although it could be at a different site and in existing Goverment owned buildings. - 63 - Disadvantages - reconstruction costs likely if move was made. b) Core Adnrl.nistrtion Services Advantages - standardization of administrative systems with rest of Government; this has limited cost impact. - probably lesser number of senior staff. Disadvantages - less flexibility in systems and procedures used. c) Salaries and Benefits Advantages - senior salaries likely to be lower but not a substantial total dollar savings. Disadvantages - none apparent. d) Support Services (Media/library, Curriculm Devel0ptl8flt) Advriages - none apparent. Diaadvriages - may have to contract out certain services at higher cost because they can't be obtained internally due to staff restrictions or salaries. - 64 - e) Nunber of Staff Advantages - potential for savings if there was integration of duties of training managers with the overall human resource development functions of the Ministry 1r Branch. - reduced number of staff because no community education mandate. Disadvantages substantially increases the number of public servants (f .T.E.s). f) Travel md Acccmaodation Advantages - none apparent (depends on location). Disadvantages - none apparent (depends on location). g) Miscellaneous Disadvantages - no opportunity for generating income through programs to community. ). Progr•/Quality Issues Advantages - integrating with government structure likely to increase - 65 - awareness of needs and priorities for Corrections, Courts, Land Titles, Emergency Health. - highly focused on functional training. Disadvriages - greater distance fran employees of non-Provincial Government agencies (police, fire). - broader education perspective end techniques may be lost. - training staff may be given responsibilities outside of the training area. - opportunity for development of educational/instructional skills more limited. - loss of opportunity to provide specialized programs to the community organizations and the public in justice and public safety. - lower salary structure might make it difficult to compete with educational community for high quality staff • .\. Control Advriages - direct control through reporting rele~ionships. Oisadvriages - individual Branch interests and perspectives could create - 66 - conflict and weaken overall operation. - no public Board to input and support interest of the overall operation et the political level. - Municipal clients likely to feel that they have less inp11t. 5. Identity a) Institutional Advantages - none apparent. Disadvantages - no separate identity from Government. - no independent credibility. b) Professional Advantages - Ministry employees would identify strongly with their operational units. Disadvmtages - non-Provincial Government employees (police, fire) would not have as strong a professional identification as with model II. - instructors not likely to identify themselves es educators. - 67 - tD>EL IV Dispersal of Justice end Public Safety Training functions amongst Branches of Ministries involved. 1. Description Each Branch would be responsible for establishing its own structure for developing end delivering the training programs required by their employees. provide training respectively. Police Services end the fire Commissioner would for municipal police end firefighters There would be no mandate to provide programs to the community. 2. Cost a) facilities Advmltages - Jericho Hill property could be disposed of and existing vacant Government owned space could be used. Disadvmltages - certain to be duplication of facilities; there would be no economies of scale. b) Core Adllinistration Services Advmltages - utilizes existing Branch or Ministry administrative services. - 68 - Disadv.,tages - duplication of functions between each Branch. c) Support Services (Library/Media, Curriculm Developmnt) Adv.,tages - none apparent. Disadvantages - expensive duplication of resources E11d equipment required. - greater need to contract expensive services such as Curriculum Development. d) Nl.llber of Staff Advantages - fewer staff because of loss of community education mandate. Disadvantages - increases the number of public servants (F.T.E.s) - existence of totally autonomous trainirYJ structures likely to increase total number of staff or contractees. e) Salaries aid Benefits Advmltages - slight reduction because salary levels of management staff would be lower. - 69 - Disadvriages - none apparent. f) Travel Int Accomnodation Advm1tages - may be some savings in travel expenses and time for some components depending on location. Disadvantages accommodation costs would probably increase because of location and loss of group size rates. - costs would increase if training structures were established in Victoria. g) Miscellaneous Disadvantages - no opportunity to generate income through community programs. l. Progrm/Quality Issues Advriages - highly focused functional content. Diaadvriages - minimal cross component content or cross fertilization for instructors and students. - 70 - - narrow focus on component area with no wider perspective. - likely to be over oriented towards functional training with a decreased emphasis on broader perspectives. - training staff may be given additional duties within their Branch which do not relate to training. - opportunity for development of educational/instructional skills more limited. - loss of opportunity to provide specialized justice and public safety programs to community organizations and public. 4. Control Adv.,tages - direct line control by each Branch. DisadvS1tages - no overall Ministry perspective. - no public Board to provide input and support of concept of co-ordinated and integrated training. - 71 - justice and public safety 5. Identity a) Institutional Advmlt.ages - not applicable. . Disadvantages - there would be no justice and public safety institution. b) Professional Advantages - high degree of identification with operational unit or component. Disadvantages - loss of identification with justice and public safety system as an entity. - instructors not likely convnunity. ) - 72 - to identify with educational J. Resource l111J>lications of the Alternate Delivery Models The key issue in the consideration of the resources allocated to training is the cost effectiveness. Simply put, government wants the most effective training programs for the least cost. This means trying to define a minimum acceptable standard of effectiveness and looking at how this can be provided at the most reasonable cost so that immediate and future training needs can be met. The Ministry has recognized that the issue of quality is a complex one which involves many components. Quality consists of much more than a knowledgeable and skilled trainer - it also includes the functions of program development, the morale of the students and instructors, the type of facilities available, the overall management of the training structure etc. The complexity of the CJ.Jality issue makes it extremely difficult to define. There appears to be a 'critical mass' below which the ability to provide effective programs on both an immediate and future need basis is lost. The challenge is to discover what level of resources preserve this 'critical mass' and to fund to that level; the danger is that this is essentially a trial and error process, and the cost of error can be catastrophic. This all suggests, then, the use of carefully considered 111d studied actions with respect to funding, as opposed to radical actions which have not been carefully thought out end evaluated. In its previous studies the Ministry recognized that what it purchases from the Justice Institute is not simply training programs - 73 - or a facility, but a complete structure to develop, deliver and evaluate trainirYJ programs for the justice and public safety system as a whole. The costs to Government reflect this fact. Thus the decision to reduce costs must involve a conscious decision of whether or not to have such a structure and to accept the possible consequences of not having it. These include not only organizational issues of trainirYJ effectiveness and progran availability, but also political issues related to the degree of protection and safety British Columbiana can expect throucji their justice and public safety system. On a generic basis it is impossible to say that one particular model is inherently more cost effective than another. Indeed, it is not even possible to really compare models II and IV with models I and III, as in the former two there is no structure to co-ordinate and integrate the training programs for the justice and public safety system as a whole. Since the Ministry of Attorney General still considers the components of central co-ordination and integration to be essential, then models II and IV are inadequate and have been rejected as feasible options. When models I and III are compared from the perspective of cost effectiveness there is nothing to suggest that model III would end up providing an equal standard of training at a lesser cost. Moreover, a move to establish a Ministry rll'l Training Centre or a Public Service Staff College would run counter to the current government policy of reducing the size of the public service. the analysis indicates that there is no - 74 - All particular advantage in terms of cost or effectiveness to shutting down the Justice Institute and _establishing a Ministry run Justice Training Centre. When taken in the context of the Ministry's objectives and policy for staff training and development, models I and IV were clearly unacceptable. When 11Ddels II and III are compared the basic conclusion is that model II offers the best opportunity for the construction of high quality programs at a reasonable cost. In using this model the Ministry has the degree of control and accountability it requires. control and While there is some loss of direct admj.nistrati ve some increased costs (primarily administrative) in opting to use 11Ddel II, the overall advantages seem to significantly outweigh the drawbacks. In the area of cost-effectiveness, which is a critical consideration in the current environment, there was no evidence to suggest that this cost-effective than any other one. model is inherently less Cost effectiveness seems far more a product of management planning and control than it is of structure. - 75 - CHAPTER SIX: IMPLICATIONS (F THE TRANSFER (F TI£ 11STICE INSTITUTE FROM THE MINISTRY (F EDUCATION TO lHE MINISTRY IF ATTORNEY ~NERAL 1, Status and Administrative Changes Since there is nothing in the 'College Sid Institute Act' which designates the Minister responsible as the Minister of Education, all sections of the Act apply to the Justice Institute in exactly the same way as they did prior to the transfer. All powers previously exercised by the Minister of Education will now be exercised by the Attorney General. Of particule,r importance is the fact that the Justice Institute is still subject to the 'Educational Institution Capital Finance Act.' The primary difference resulting from the transfer is that the Justice Institute is no longer subject to the regulations and policies of the Ministry of Education. It is assumed, however, that all previous requirements to report, plan, budget, account and evaluate will continue as before, although some format changes are likely to be required. The Ministry of Education will be asked to provide the Ministry of Attorney General with a complete description of the management and administration functions the Justice Institute performed for the Ministry of Education end vice versa. The fact that the Justice Institute will no longer be accountable to the Ministry of Education eliminates one complete reporting system. Previously the Institute had to conform to the systems of not only Education, Health. but also Attorney General and However, the Ministry of Attorney General will have to determine a reporting and accounting format ta replace the PACS progran of Education. - 76 - It is hoped that the transfer will not preclude the Principal from still being able to sit es a member of the Council of Principals, which is a group composed of all Principles of Connunity Colleges and Provincial Institutes. 2. Interface Mechanisms with the Ministry of Attorney General There .is a need for two distinct types of interface mechanisms, especially now that the Justice Institute will report Attorney General rather than the Minister of Education. to the The first is a policy interface and the second en operations/administrative one. At the policy level there needs to be contact between the Minister and Deputy Minister and the Board and Principal. At the policy level the Ministry formed some time ago a Senior Training Committee composed of senior managers from all the Branches heavily involved in staff training . (plus Personnel). This Committee meets regularly with the Principal and Division Managers of the Institute to discuss any relevant issues and resolve problems. The Justice Institute and the Ministry of Attorney General have always had a very close operational/administration relationship at the Academy - Branch level. The Director of each Academy is in continuous contact with his counterpart in the client Ministries or commissions to plan, review and problem solve. Since the Ministry is now responsible for funding the infrastructure of the Institute there will have to be defined policies and procedures re planning, budgeting and management information for that component. It would probably be appropriate - 77 - to have the Principal be present for a portion of every meeting of the Training Committee to discuss Institute affairs. Periodic meetings should also continue between this Committee and the other Senior Managers of the Institute. It is assumed that Academy - Branch liaison will continue to be as strong aid co-operative as in the past. It is important that the reporting, planning end ~countability functions of the Institute with respect to the Ministry be clearly articulated, appropriate responsibilities identifed. procedures defined, and This should be done individual as soon as possible. 3. The Role of the Ministry of Health Since the Ministry of Attorney General is no longer only e client of the Institute but also its proprietor, mechanisms need to be established to ensure that the interests of the Ministry of Health are not, and are not seen to be , subordinated to those of the Ministry of Attorney General. The Ministry of Attorney General firmly believes that the presence of Emergency Heal th Services is a necessary component to the Justice Institute. It means that all major components of the jus- tice and public safety system are trained in the sane facility, which gives the whole system increased credibility, and maximizes the opportunity for co-ordinating and integrating training and contact. - 78 - Accordingly, the Ministry of Attorney General will ensure that the relationship between the Ministry of Health and the Emergency Health Services Academy is not affected by any policies of the Attorney General's Ministry without full agreement from Health. It is also understood that all infrastructure costs will be paid for by the Ministry of Attorney General and no incremental costs for tt-at infrastructure will be passed on to the Ministry of Health, as long as the Ministry of Attorney General is responsible for the Justice Institute. In order to ensure a close working relationship between the two Ministries re the Institute, it is recommended that the Senior Training Committee became an interministerial committee composed of the senior managers responsible for training in each Minstry. This committee would meet regularly to discuss and co-ordinate the relationship with the Institute as a whole. It is expected that the Principal of the Institute would be present for part of these meetings along with other Institute Managers if required. 4. The Community Education Mandate The transfer of the Institute requires that the role and activities of the Community Programs division, from the policy perspective of the Ministry, be examined. The training Academies provide programs almost exclusively for the employees of a particular component of the Justice aid Public Safety system. The Academies, because their programs and resources - 79 - re planned and scheduled a year in advance, have less flexibility or opportunity to operate outside of that training plan. Community Programs therefore plays an extremely important role. In a sense, the term 'community' is somewhat misleading, and belies the specialized nature of the programs provided and the actual types of people at whom they are directed. there are many It crust be remedlered that private and community based agencies, with a substantial number of paid professional staff and volunteers, who work directly or indirectly in the Justice and Public Safety The statutory agencies which fund or contract these System. nongovernment agencies have a strong interest in ensuring that these individuals improve their knowledge and skills and are competent to provide the desired services. The ability of Cormnunity Programs to identify and respond to these needs ~ickly has enabled their needs to be met. These programs are far more sophisticated than general continuing education programs, and the_ presence of the Academies and the widespread contact with all the major structures and actors of the justice and public safety community, ensures that the best resource people and most up-to-date content is provided. This extremely high-quality and specialized product simply is not likely to be provided through other public institutions. There are also public employees who wish to develop their knowledge and skills in a particular area on a self initiated I basis. While this may not be a priority for a particular training Academy, there may well be enough people interested to provide a short-term, progran on an as needed basis. - 80 - These types of courses almost always extend beyond one single component of the justice and public safety system and therefore provides an opportunity to have cross-system programs. This is desirable not only because it decreases the likelihood of isolated, duplicative programs, but because it increases the contact of individuals from different components and jurisdictions. These individuals often take these programs, on their own time or at their own expense and thus contribute to their development as effective workers. In addition to serving professionals 'and volunteers who are active in the justice end public safety field, Community Programs also provides some programs to the public-at-large. These include such topics as Crime Prevention, Fire Safety and Heart Savers. Providing these types of programs not only reduces the need and demand for costly justice and public safety services, but also increases the knowledge and confidence of the public in the justice and public safety system. Almost all these programs involved a tuition fee which not only paid for instructional costs, but also generated cost-recoveries to the Academies which subsidized their overall costs. Unlike the Academies, Community Programs has no instructors, only program co-ordination and development staff. Once a program need is identified, the resource persons can be obtained who are the most suitable. The nunt>er and type of programs are therefore not restricted set by schedules and - 81 - availability or expertise of existing instructional staff. It should be noted, however, that any requests for programs which seem to fit in with the area of expertise of an Academy and its staff, are done in co-operation with that Academy. Any costs to the Academy are reimbursed by Community Programs. Indeed, one of the most significant aspects of Community Programs is that the programs generate significant revenues which offset the overall costs substantially. The following chart provides a summary of this income and its proportion of Community Programs budget: TABLE 7 SUMMARY Of" CO~UNITY PROGRAMS. EXPENDITURES ANO COST RECOVERIES YEAR EXPENDITURES COST-RECOVERIES % Of BUDGET RECOVERED 81/82 82/83 83/84 179,968 278,411 300,000 76,349 124,501 120,000 43.1 44.7 40.0 With the cuts made under the restraint program one of the Program Co-ordinators has been placed on contract and has to recover her salary from the income- generated by marketing and organizing programs. There is little doubt that the programming role of the Conmunity Programs division is vital and should continue. However, the actual programs provided do need to be reviewed to ensure that they are appropriate to the Justice Institute as opposed to other educational institutions. The determining factor in what makes a program appropriate is if it is generated by the policies and - 82 - priorities of the client Ministries (Attorney General and Health) and flow logically from programs of those bodies. the existing and planned services Th~re and also needs to be every effort made to involve the training Academies in the plannirY;J and delivery of It. may be that there are some these programs whenever possible. courses which the Academies could co-ordinate and deliver themselves. There also needs to be an area of the Ministry that has the same sort of liaison and co-ordinating role with Community Programs as exists between other Branches and their corresponding Academies. Since Special Projects Division has the most extensive contact with the community on a cross Branch basis, and a general mandate to co-ordinate cross Branch programs, it is probably appropriate unit to assign this responsibility to. the most It also has the other advantage of not having any other formal training (ie Academy) interest in the Justice Institute. The overall policies irid plans of Community Programs would be regularly reviewed by the Ministry's Senior Training Committee (which would include a representative from the Ministry of Health). The Director, Special Projects Division, would, in fact, be liaising with Community Programs aid RDnitoring its activities on behalf of the Training Committee and reporting to it. - 83 - CHAPTER 7: STAFF TRAINING Nil 1HE ;iJSTICE INSTITUTE IMPROVIN; THE llJST EFTECTIVENESS Introduction The current emphasis on restraint and downsizing has made the issue of cost-effectiveness more critical than ever. The primary management objective, for both the funders and the Institute, is to ensure the capability of the overall structure to respond to current and near future training needs, (preserving the critical-mass), at an appropriate standard, for a reduced amount of money. This section will look at the restraint measures already implemented and will then present and analyze a number of issues that have been identified as areas for potential cost savings. I. The Justice Institute - l111ple11Bnting the Restraint Program Over the past two years there has been a concerted effort to control and reduce the overall costs of training at the Institute. The client Branches have reviewed and redefined their training needs with the result that fewer programs were offered. funding levels were reduced and the entire Institute was made more cost efficient. The following charts sunmarize the reductions over the past three years: - 84 - TAEl..E 8 SllttARY II" awa:5 IN (ffRATINi l£¥ENE (mte 1) - Division 1980/81 Police $1,400,123 $1, 718,571 (+22.7) $1,623,780 Corrections $ 859,770 $1,337,704 (+55.6) $ 815,754 (-39) Courts s 268,751 $ 308,075 (+15) Fire $ 333,299 $ 442,002 (+32.6) $ 484,133 - Coroners 1981/82 $ 158,232 Emergency Health (2) $1,423,903 $1,343,534 Conservation Officers - $ 5, 161 Weigt111asters - $ 5,962 -%+- * (-5.5) $1,283,337 (-21) (-5.2) $ 374,764 (+21.6) $ 342,797 (-8.5) (+9.5) 667 $ 107,028 Land Titles 1983/84 -%+- s n3,rYJ6 $ 618 $ 1982/83 %+- s 534, 134 (+10.3) $ 9,123 (-5.6) $1,548,953 (+15.3) $ 810,000 (-47.7) - $ 24,063 (+JOO) $ 11,619 (-51.7) Ministry of Education $1,308,000 $1,826,230 (+39.6) $2,197,200 (+20.3) $2,126,430 Tuition (fran comnunity program users) $ 57,313 $ 160,670 (+180) $5 1809 2391 $7 1 148 1527 (+23) $ 376,816 (+135) $7,553,158 $ (-3.3) JOO,cxxr (-20.4) (+5.7) $6 1 190 2536 (-18) * projected Notes: (1) The figures above include payments for salaries of seconded instructors from the Provincial Public Service ($1981/82 - $654,772; 1982/83 - $519,236; 1983/84 not available). (2) These figures include Medical Support Package allocations of $10,336; $173,783; $110,000 for the years 81/82; 82/83; 83/84 respectively. These monies are administered by the Institute on behalf of E.H.S. but are totally unrelated to any training function. - 85 - TABLE 9 Slll4ARY (F DfAta:S IN EXPEN>ITURE 81/82 82/83 - ~- 83/84 -%+- - Corrections 836,331 741,441 (-11.3) 633,968 (-14.5) - Courts 314,436 366,769 (+16.6) 235,948 (-35.7) - lend Titles 57,484 111,523 (+94) 7,000 (-93.3) POLICE 1, 733, 181 1,459, 726 (-14.J) 1,215,000 (-11.8) f'IRE 442,003 416,427 (-5.3) 450,000 (+B.1) EMERGENCY HEALTH 1, 302,047 1,258,582 (-3.3) 1,007' 159 (-20) EDUCATIONAL SERVICES 383,000 604,000 (+57.8) 574,950 (-4.8) FACILITIES SERVICES 447,000 432,000 485,000 (+12.3) LIBRARY/MEDIA/ PRINT 344,000 400,000 465,800 (+16.5) ADMINISTRATION 666,000 681,000 609,100 (-11.6) 6 1 525 1 482 61 471 1 468 5 1 683 2925 (-12.2) DIVISION JUSTICE PROGRAMS TOTAL ) - 86 - (-0.8) TABLE 10 JUSTICE INSTITUTE IF llUTISH CD..lllUA STArr1rc; a:Jtl>LEMENT IN r.T.E.'S DJM>RlSit«; BOTH JUSTICE INSTITUTE DFLOYEES AN> SECON>EES . '* 1982/83 1983/84 1984/85 Change 82/83-84/85 Police 29.0 23.0 19.1 - 34% Corrections 18.0 14.0 14.5 - 20% Courts 7.0 5.5 4.5 - 36% Fire Services 6.5 8.0 6.0 - 8% Emergency Health Services 21.0 22.5 14.5 - 31% Educational Services 20.0 22.0 15.0 - 25% Finance &Admin. 14.0 11.6 9.5 - 32% TOTALS 116.5 106.6 Division --83.1 -- - 29% overall These reductions in f.T.E.'s are in conformity with government regulations and the specific direction of the Deputy Minister of finance in his memo of January 17, 1984. - 87 - The above funding end staff reductions clearly indicate that there have been significant cutbacks to the Justice Institute. Further substantial cuts are simply not possible without making major policy revisions with new respect sources to of programs, funding structure, outside the mandate, facilities, or Provincial Government. It needs to be noted once again that the Ministry believes that a Justice Institute model is the best way to provide long-term coordinated, integrated and effective training for justice and public safety system employees at the lowest cost. II. Potential Areas for Cost Reduction There are a number of issues that have been identified as possible areas for reducing costs non-Provincial Government sources. analyzed below are: or increasing revenues from The specific issues that are organizational changes; salaries; student support costs; facilities and relocation. In all these issues it must be emphasized that the Ministry cannot recommend taking actions which might save a limited amount of money in the short-run, but which would impair the continuous ability of the training structure to meet the immediate and anticipated future training needs of the justice and public safety agencies. The consequences of having employees in this sector unable to function at a minimum level of competence are simply too great in human, financial and political terms to take the risk of not ensuring that justice and public safety staff can perform effectively. - 88 - 1. Organizational Changes The current organizational structure of the Institute has been analyzed to determine if there are any major changes which could be made which would reduce costs without significantly affecting the quality of the training programs. See Appendix VIII for the Organizational Cherts of the Institute by Divisions. The follow- ing discussion deals with a number of aspects of the Institute's organization: ( i) Overall Structure - When the overall structure of the Justice Institute is analyzed one is immediately struck by the large number of management levels in comparison to the number of line level/workers,. The following table prov ides a breakdown of the positions at the Justice Institute. - 89 - TABLE 11 SlMtARY Off .T.E. STAFF POSITIONS BY TYPE - 84/85 LEVEh ADMIN. CORR. COURTS POLICE FIRE EMERG HEALTH ED. SERV .3 a) Managerial Principal 1 - - - - - - Director 1 1/22 1122 1 1 1 1 Deputy Dir. ·- - 1 1 - - Prag. Dir. - 2 1 2 - 2 2 Manager/ Coordinator1 1 - 1 2 - 1 2 TOTAL 3 2 1/2 2 1/2 6 2 4 5 - 7 1 B.1 2 5 1/2 - & Techs. - - - 5 2 - - - Maintenance - - - - Support & Clerical 4 1/2 5 1 5 2 5 5 TOTAL 6 1/2 12 2 13.1 4 10 1/2 10 b) line Level Instructors Programmers 1 Co-ordinators seem to often function as function primarily as line level staff, and instructors, Educational Services Divisions. except in the Administration and This is also often true of Program Directors. 2 In theory the Director of Justice Programs splits his time between Corrections and Courts, but the vast majority of his time is devoted to Corrections. 3 This does not include three contract staff paid for by external fee for services contracts. - 90 - The above table should be interpreted with some caution. needs to be remembered that all the It progran divisions use instructional resource persons from the field who m not show up on the organization charts. In addition, the very nature of the client groups being served requires a great deal of time to be spent in co-ordination and liaison; this is especially heavy for Police, Fire and Educational Services who rust relate to many client organizations. It should also be noted that the program development is critical because it function based, and it requires considerable expertise. is functionally (The organization of each division will be discussed individually in the next section.) However, when the entire structure of the Justice Institute is studied, it would be easy to conclude that there are too many managers. The reason for this situation lies in the history of the development of the Justice Institute and in the nature of its client Ministries. In theory the issue . which should be the primary determinator of how the Justice Institute is structured is how can effective, co-ordinated, and integrate training programs be provided, in the most cost-effective mld efficient manner. consideration the Institute might If this were the sole be structured quite differently, and might not utilize a semi-independent Academy organization. In a very real sense, the organization of the Justice Institute mirrors the departmental separations of the Ministries and client groups - 91 - it serves. Thus, individual Branches relate not so much to the entity and concept of the Justice Institute as to "their" Academy. In opting for a semi-independent Academy structure it must be recognized that the overall costs are higher than what they might be in a less -segregated organizational model. however 1 some valid developed as it has. groups. reasons why the current There are, structure has The chief reason is credibility to user The various component groups of the justice end public safety system have traditionally seen themselves each as being unique, as having a world view and value system which links them to their fellow workers in bonds far stronger than loyalty to those who pay their salaries. With the odd exception, each of the professional groupings want to be taught by those who are "one of them". When this is translated to the Academy setting there is almost a sense of corporate ownership. It follows that, as desirable as it may be to widen this p&rspective, that a structure which was not seen as exclusive simply wouldn't be accepted, and consequently, not used by client groups outside of the direct control of the funding Ministries. This has been reinforced by the senior managers of the various Branches or Commissions who have realized that en Academy which relates directly to their training requirements, which they are ) ultimately accountable for, is the node! which gives them the greatest degree of control. - 92 - In relating all this to the issue of cost, the client Ministries need to recognize that the organizational structure of the Justice Institute has been chosen by themselves or their composite Branches rather than by the Justice Institute itself. If different organizational models are going to be explored, either within . the Academies, or for the Institute as a whole, . then the Ministries and Branches must remember that the Justice Institite is, in the last analysis, a separate entity, and is more than a landlord. Ultimately there must be some concensus between the Board of Directors, the funding Ministries, and the user Branches within those Ministries as to what the mission of the Justice Institute is and how that mission can best be translated into an operational structure. In conclusion, it needs to be restated that there is no point in making changes to the organizational structure of the Justice Institute which, while they may reduce costs end produce a leaner model, will either substantially weaken the concept of the Justice Institute as a holistic entity or which will lead users to feel that their needs and identity have been sacrificed. It is a tight line. (ii) Divisional Structures a) Police Acadetly - While there are three levels of management in the Academy, (four managers and sixteen staff) its overall role seems to necessitate this. The Police Academy has to relate to twelve municipal forces, the Provincial - 93 - R.C.M.P. structure (E. Division) as well as individual R.C.M.P. detachments, in terms of developing and providing training programs. It should also be noted that while there are only 16 full-time staff, there are many more instructors since police continually officers and being brought others from outside in to do training are sessions. Moreover, it is the only body to do this; there are no training specialists within the Police Services Branch of the Ministry of Attorney General as there are in Courts or Corrections. In this capacity, the Police Academy has a direct connection to the Assistant Deputy Minister, Police Services, and works closely with him. b) fire Acadelly - The fire Academy has two levels of management (two managers and five staff) which may be excessive given the size of the Academy. However, its situation is similar to that of the Police Academy. A large part of the instruction is provided by fire personnel fran the field and the fire Commissioner's office. The fire Academy must deal with over JOO separate departments involving some 10,000 professional and volunteer fire fighters. The coordination and liaison demands are, therefore, extensive and it is doubtful that eliminated. the Deputy Director's position could be It should be noted, moreover, that most of the instructors in fire Academy programs are from various fire departments, and they provide this service without charge. The fire Commissioner is adamant that there needs to be an Academy Director who is from the firefighting community, and - 94 - strongly opposed a move last year to eliminate this position and assign the Dean of Educational Services as nfunctional" Director. It is important to note that title and salary are two different issues. The Fire Academy Director's salary is not rated in the Director classification, but is one level down. This meets both . the need of the Fire Commissioner and firefighting community to have one senior individual they can relate to comfortably, and does not involve a salary which is out of proportion to the workload. c) Corrections Academy - The Corrections Academy has two levels of management involving three staff (there are a further 12 line staff). It should be noted that the Director's position also encompasses the Court Services Academy and the Land Titles School as part of the Justice Programs Division. The vast majority of the Director's workload is associated with the Corrections Academy however. Unlike the Directors of other Academies such es Police and Fire, the Director of the Justice Programs Division liaises prinrily with one individual in both Corrections aid Court Services. Reporting to the Director ere two Program Directors, one for Institutional aid one for Community Programs. Directors spend a significant amount Both Program of time on instructional duties so that, in fact, the Academy only devotes one F. T.E. to straight management fuictions. The current structure of the Corrections Academy should, as a matter of course, be studied by both the Justice Institute and the Corrections Branch to determine that it is still the - 95 - most efficient and effective given the changes of the last two years. d) Court Services Acadellly - As noted in the last section this Academy is part of the Justice Programs Division and shares a common Director with Corrections. There is also a Program Director who, unlike the Divisional Director, is a Courts specialist and looks after most of the course development and program implementation details. Two staff positions report to the Program Director, an Instructor for the Deputy Sheriffs program and a legal Studies Co-ordinator. There are an additional two positions (Court Clerk Instructor and land Titles School Co-ordinator) which are vacant. There are 1 1/2 support staff. The entire structure and role of the Court Services Academy needs to be examined and redefined by the Court Services Branch and the Justice Institute in light of the reorganization and downsizing of the Branch, so that the Academy can respond effectively to meet the Branch's new training needs. This will probably involve an increasing focus on decentralized and distance education programs. e) Emergency Health Services Acadelly - The Emergency Health Services Academy staff complement consists of a Director, 2 Program Directors (one for the Advanced Life Support end one for·the Emergency Medical Attendant programs), a Program Co-ordinator (Professional - 96 - Health Programs), 5 1/2 Instructors, and 5 support staff. As in the Police and Fire Academies, the Director has extensive liaison duties and the Program Directors and Co-ordinator carry some instructional responsibilities. The Ministry of Health and the Justice Instit~te have reviewed the Academy's structure and both are satisfied that it is an effective and efficient model given the fact that Emergency Health Services training is contracted as opposed to being provided directly by the Ministry. f) Educational Services components: - This Community division Programs, consists Program of four Development, Library Media and Field Services, and Counselling Services. This division has experienced the largest staff reduction, dropping from 22 to 13 F.T.E.'s. whether or not it The obvious questions are should be a division and, if i t is, whether it needs an overall Director. The main rationale for combining these component parts is that three of them (Library Media; Program Development; and Counselling Services) provide direct professional support services to the training providing a Academies. direct Community support Programs, service to while the not actual instructional programs of the Academies, does have extensive contact with some of their constituency, or those working with their constituency, and therefore does function indirectly as a support service to the overall mandate to - 97 - train and develop. The combination of these components into one division gives them a clear identity as part of the Institute as a whole as opposed to being associated with a particular Academy. The size and extent of the work of Community Programs justifies it having its own Program Director. The Program Development section is absolutely critical to the Institute and the client Ministries, as many of the new programs being developed for on-the-job or distance education are being developed there. Summary In all cases reorganization should be approached cautiously and with a thorough understanding of what the problems are and why an organizational restructuring would be the nx>st effective solution. the Justice It cannot be overstated, however, that Institute is an independent entity and any decision to reorganize is the prerogative of its Board. 2. Salaries It has been inevitable, given the close association between the Justice Institute with client Ministries, that there has been some criticism of the salary levels of the Justice Institute. misplaced. While The understandable, Justice Institute - 98 - such is an criticism is independent educational institution under the 'Colleges and Provincial Institutes Act'. In terms of its salaries it must not therefore be the compared to institutions. public service but to other educational When this is done there not only does not appear to be any discrepancy but, in fact, Justice Institute salaries are often lower. Salaries at the Justice Institute are set by the Fair Comparison Method which takes benchmark salaries of equivalent positions from six sources: Public Service, Pacific Vocational Institute; Fraser Valley College; Vancouver Police Department; Vancouver Fire Department; Open Learning Institute. of these salaries was taken. The median Support staff are paid according to the B.C.G.E.U. contract. One of the problems with salaries at the Justice Institute arises from the use of secondments from a variety of operational units. This leads to some large discrepencies in areas like Corrections between instructor salaries and management salaries or even the salari~s This should be issue of other seconded instructors {eg. Police). examined by the Branches concerned and Personnel to see if any resolution to this problem is possible. - 99 - Table 12 provides the salary range of Justice Institute salaries: TABLE 12 JUSTICE INSTITUTE SALARY RANGES RANGE POSITION PRINCIPAL 60,JSO (no range) DIVISIONAL DIRECTOR 46,405 - 56,174 DEPUTY DIVISIONAL DIRECTOR/ SENIOR PROGRAM DIRECTOR 41,519 - 51,289 PROGRAM DIRECTOR J6,6J5 - 46,405 MANAGERS/CO-ORDINATORS 31,751 - 41,519 INSTRUCTORS 26,865 - 41,519 SECRETARY/CLERICAL same as B.C.G.E.U. contract In summation, there does not appear to be any potential, nor any reason, to reduce the salary levels of Justice Institute staff. - 100 - 3. Student Support The area of student support costs, that is the amount paid out for travel, accommodation, meals, etc., has long been identified as one of the prime areas for potential cost savings. The following chart shows the amounts paid out for student support over the past three years and the proportion those costs represent of the overall Academy instructional expenses. - 101 - TABLE ....!.L C04PARISON OF INSTRUCTIONAL & STUDENT SUPPORT COSTS TOTAL EXPENSE N:AOEMY STUDENT SUPPORT CS> INSTRUCTIONAL EXPENSE 223, 148 uo. 1) 149,250 (23. 5) SER. . 314,436 366,769 235,948 193,047 (61.4) 253, 502 (69. 1) 173, 226 ( 73.4) 121,389 <38.6) 113,267 U0.9> 62, 722 (26.6) l.NI> Tl TLES 57,484 111,523 7,000 38,045 (66. 9) 83,325 (74. 7) 7,000 ( 100) 19,439 Cl3. H 38, 198 (25.3) POLICE 1, 733, 181 1,459, 726 1,215,000 1,571,769 (90.7) 1,324,847 (90.8) 1, 125,000 (9'l.6) 161,412 (93) 134,879 FIRE 442,003 416,427 450,000 325,011 <73.5) 300,950 '72.3) 286,936 (63.8) 116, 99'l ( 26. 5) 115,477 <27. 7) 163,064 (36.2) EMERG. HEALTH 1.102.047 11258.582 1.001.159 1.201.125 (92.7) 1.214.828 (96.5) 962.665 (95.6) 94 1 92J_ _j7_.3J_ 43L754 . (3.5) 44,494 TOTAL 4,685,4821 4,354,468 3,549,075 3,918,590 (83.6) 3,695,745 (84.9) 3,039,545 (85.6) 766,892 ( 16.4) 658, 723 (15.1) 509, 530 ( 14.4) ~T - 102 - - (9.2) 90,000 (7.4> (4.4) When the above chart is analyzed it becomes immediately clear that the Police and Emergency Health Academies have much lower student support costs than the other Academies. This is primarily because a large majority of their students come fran the lower mainland. In addition, some of their programs are decentralized and utilize local institutions and resource people or send instructors out from the Institute. Corrections, Courts, aid Fire, trainees are far less concentrated in the lower Mainland and the student support costs are correspondingly higher. The reduction in the ratio of student support to instructional costs in fiscal year 83/84 is primarily a reflection of the decrease in programs and students. Student support costs include travel to and from the trainees work location, hotel accomodation (at $29.00 per night), and meal costs ($26.00 per day). There is no doubt that the actual amount spent on student support can be significantly reduced. There are two basic ways in which such cost savings and now are being realized: i) Decrease · the amount of time spent in centralized training The overall programs of the Justice Institute were briefly if they could be delivered by a reviewed to determine different mode which would not involve training individuals outside of their work location. done by doing some of This could theoretically be the training on-the-job, through distance learning modules (eg. video cassettes, workbooks, telephone etc), sending 11"'1 instructor out, to rt.11 on a local - 103 - or regional basis, or to contract another Institution, where that Institution has the necessary expertise. There are, in fact, many programs which are already delivered in this way by all Academies. It is not clear at this time to what extent existing programs could be decentralized in such a way as to still meet all of the required learning objectives and yet significantly reduced costs. It must be remembered, that the Justice Institute was established to ensure there was centrally co-ordinated training and progran development, this does not automatically mean, however, that all programs need to be delivered centrally. There are some valid reasons for centralizing certain programs and these go beyond mere costefficiency (economy of scale) considerations. On the whole, however, it would appear that if training were done primarly on a local basis the opportunities for cross fertilization and contact beyond the local force or system component would be lost. provide Moreover, self directed and distance learning do not the same opportunities to motivate, assess and acculturize the participants and these are important elements in the overall training process. On-the-job training programs tend to work better in theory than in practice, primarily because of supervisors workloads and skills; too often the training received is strictly functional and procedural, and neglects to fit such 'how to' training perspectives of 'why' and 'what if'. suggest that into the larger There is also nothing to using a multiplicity of deliverers would be cheaper on an actual, long term basis, especially when the issues of expertise and CJ,Jality are considered. - 104 - ii) Reduce the actual per diem cost of student support currently costs $29.00 per night students at the Sands Hotel. additional $26.00 per day, (single room) to The meal allowance bringing the support exclusive of transportation, to $55.00 a day. It house is an cost, Cost reductions in the per diem amount could be acheived either throucjl having an on site residence or through obtaining a substantially lower hotel rate. a) Establish ., ~ite Residence - At the present time there are ten beds in Lawrence Hall which are primarily used by the Police. There is no potential to enlarge this facility and a new building, or extension to an existing one, would have to be constructed. has repeatedly identified a The Justice Institute student residence as a priority (the School for the Deaf, which is on the same site has a residence with a capacity of close to 100 beds; this could be utilized if it became vacant, though it is far larger than needed), and last March prepared a document outlining construction and operations costs (see Appendix IX). ( 8, 000 sq. It was estimated that a 32 bed facility ft.) was the optimum size acco111nodation and distribution requirements. given the The total costs of construction and furnishing would be $800,000 and annual operations costs, based on an amortization at 25 years at 12 3/4%, would be $160,800 per year. An analysis of the distribution of accommodation for 82/83 and 83/84 indicated that the average weekly count would be about 110, giving a usage rate of 69'9 (this excludes August when the - 105 - Institute is virtually shut down). This would mean a per diem cost of $30.00 per night which is virtually the same as what it costs now. If full meal service were provided the estimated cost would be $15.00 per day per person, a reduction of $11.00 per day over the current costs. This would mean a net cost savings over the year of $58,300, using a meal count of 5,300 people days. It should be noted that because of restraint efforts the number of student days is falling and the actual usage might be less than in the past • The distribution of students requiring accanrnodation over the year is also a complicating factor as anytime you have an excess of 32 people requiring accommodation, regular hotel end meal rates must be provided. In conclusion, it would appear that the opportunity to save substantial student support costs throu OPTIONS Introduction In considering on any facilities options, the primary consideration has to be the extent to which the facilities permit and facilitate the realization of co-ordinated, integrated, effetive training programs for the justice and public safety community at a reasonable cost. The cost savings which could be realized throuc;ti any rearrangement of facilities or structure must be balanced against the potentially damaging effects such changes might have on the overall services the Justice Institute provides. 1. Physical Requirements The minimum physical facility requirements to operate the Academy training programs are es follows: i) Classrooms - 1 theatre style roan of at least 150 seats - 4 large classrooms (30 persons) - 10 smell classrooms/seminar rooms (20 persons). ii) Indoor Physical Training - 1 large gymnasiun ( 1/2 available at least 50~ of the time). - 114 - - 1 playing field - 1 drill deck - open space for simulation training iv) faculty and Administration Office - at least 7,500 sq. ft. v) Library and Media production/distribution centre - a minimum of 2,400 sq. ft. vii) Residential Acconmodation - this is optional, but if it exists · a minimun of 32 beds is required. viii) firearms Training - 1 indoor - (this is desirable on site but not essential if there is access to such a facility within a driving distance of 30 minutes.) - 1 outdoor - (this has to be offsite). ix) Burn Site for fire Services Training - This is desirable on site but not essential if there is access to such a facility within a driving distance of JO minutes. x) Driver Training Range - This is desirable on site but not essential if there is access to such a facility within a driving distance of 30 minutes. xi) Parking - a minimum of JOO spaces with at least 1/3 in close proximity to training buildings. xii) Security - the nature of the training programs, materials .-.d equipment requires a substantial security. - 115 - degree of privacy and . • Non-physical ReguirellBnts ;-: There are a number of requirements which while not as 'hard' or specifiable as the physical requirements, are equally critical to enabling the Justice Institute to fulfill its required functions. i) Professional Identity - the sense of having a separate identity which reinforces the professional nature of the various justice and public safety groups and which promotes colleaguial interaction and contact amongst those groups, is an essential feature of a Justice Institute. ii) Integrated Space - this need for interaction and contact requires that the space be not only distinct and segregated fran non-Institute trainirg or education functions, but also that the various groups are being trained in close proximity, and sharing certain kinds of space facilities. This integration is vital to the overall concept of a Justice Institute. iii) Environment - the people who are trained at the Institute ere mature professionals and technicians who work in high stress jobs which often involve considerable demands and conflict; it is imperative that the quality of the training environment be conducive to releasirg some of this stress by making them want to be there and feeling valued and comfortable. ) iv) Accessibility - the great majority of students and external resource persons come from the core municipalities of Greater Vancovuer, the Institute needs to be easily accessible and not - 116 - require a substantial period of driving from the airport, ferry terminal, and downtown Vancouver; if it is hard to get to it will increase the time end expense for both students and resource persons; this is also true for the many thousands of people who attend the programs of the Community Programs division. v) Proximity to Hotels - the Institute has to be fairly close to both hotels (even if there were a residence there are many occasions when substantial overflow accomodation at hotels, will be required) so that students who are there for extended periods do not feel isolated and sequestered, and do not have to incur substantial transportation expenses, most of which would have to be picked up by the employer. 3. The Alternatives A number of alternatives with respect to sites and facilities have been suggested. These include relocation to: Douglas College, (New Westminster); Building 11 - the old Nurse's Training School, Riverview Complex, (Coquitlam); former Motor Vehicle Testing Station, (Burnaby, at South end of B.C.I.T.); a new site to be built in either Richmond or Surrey. to stay at Jericho Hill. terms of their The remaining option is, of course, These alternatives are discussed below in advantages and disadvantages, functionality, practicality and cost. with respect B.C.B.C. has done a cursory study of these alternatives (excluding Douglas College) - 117 - to strictly from a cost point of view (ie. no consideration of factors other than cost) and this is attached as Submission 2. Douglas College has done a similar study of the option to nnve there at the request of the Ministry of Education. This has been attached as - Submission 1. It should be noted that the primary fator behind looking at alternetive sites is the potential value of the land the Justice Institute is on (B.C.B.C. estimates it es B million dollars). It is hard to understand why the Justice Institute hes been identified as a possible candidate for relocation while the adjoining School for the Deaf cannot come close to util.i'.zing the facilities it already has on a cost effective basis. classrooms simply are not Many of the residence rooms Wld used. Indeed, all of the options involving relocation of the Justice Institute require an additional expenditure of $2,320,000 to relocate the gymnasil..111 and alter other buildings for the School. Moreover, it must be noted than in any move the previous capital investment of $1,800,000 would be lost, and would have to be subtracted from the potential value of the lend. All the options self-contained site discussed, in Richmond or with the Surrey, exception are not of new likely to accommodate a firing range, burn site or driving track. i) Integration of Justice Institute into Douglas College, New Westminster With this option it is not so much a site change that is being considered as Institute as a it separate is a termination of the entity - 118 - and its Justice absorbtion and int_e gration into the Douglas College matrix. The College in its report (see Submission 1) has said it would not consider a Landlord Status arrangement in which the Justice Institute would be housed at the College as a separate entity. the College want a situation whereby the Nor does programs and personnel would be transferred en masse to the College; it is felt that this would lead to excessive duplication, although no elaboration on this point was made. What Douglas College does want, and this is quite understandable given their status as an independent public institution, is to transfer selected program components and personnel and to integrate them with the Douglas College operation as a whole. There would be no seperate identities for Academies or for justice and public safety trainirg as a whole. The disadvantages to this type of arrangement are legion. Briefly these are: a) Cost - The actual cost probably increase as Douglas College salaries are higher than those of the Justice Institute for all positions, and as they receive a total of four months non-teaching time (two months preparation and two months hOliday) as opposed to the current one month given to Justice Institute and seconded faculty. Douglas College has estimated that apart from direct training costs by client groups (for which no figure is given or alluded to), that there would be a charge of $800,000 in the first year (the same anount, incidentally, being provided for infrastructure in 84/85 funds), along with a $207,000 one time transfer cost (for switchboard, - 119 - moving, partitioning, etc) cost. This does not include any Program Development or Community Program function costs. It appears that the actual cost may well be higher to the Ministries than the current $1,462,000 (fiscal year 1984/85) cost for non-Academy expenses. b) Loss of Separate Identity - The whole concept of providing justice and public safety staff with a structure they could identify with, and feel proud of, would be lost. This was one of the major reasons for founding the Justice Institute in the first place. It is doubtful that police and fire services departments would agree to participate in such a new arrangement. c) loss of Control - The close and unique relationships between the client Branches or Commissions and their corresponding Academies would be lost, as would the ability of the Institute to function as a wide source of expertise to those Branches and Commissions on program development and delivery for the justice and public safety groups. There would no longer be a Board of Directors wro had a unique understanding of the needs of the justice and public safety system components. Douglas College would retain the right to determine curricula, scheduling, etc. ) - 120 - d) loss ~ality of The - ebsorbtion and community program development of the functions program into the infrastructure of Douglas College would reduce the quality of programs individuals Moreover, produced and delivered because those would not have justice system expertise. all the contacts built up by the Community Programs Division would be lost as that function would not be transferred but operated from within an existing Douglas College department. e) Loss of Focus - Justice programs would form only a small part of the total program base of the College and would therefore have to compete for resources, space etc. One of the advantages of the Justice Institute has been the attention and status it has given to justice and public safety training. credibility This move could affect the q.Jality and of the training programs. Moreover the training focus would be subordinate to the educational one, and this would affect quality. f) Training Content - There is considerable content taught to trainees that groups. and is inappropriate for anyone but those This is also true for certain resource materials equipment. The chances of preserving the confidentiality and security of these is greatly reduced in the Douglas College setting. There would not a be a separate, restr'icted library. g) Trainee Isolation - The profile of personnel trained by the Justice Institute ere totally different to the profile of most other students of the College. - 121 - The trainees are learn functional and process skills directly related to their jobs. They will stand out, be isolated and unable to mix with the other students. This will have negative spin offs with respect to their attitude to their training and having to be there. h) loss of Integration - The opportunities to integrate training amongst justice and public safety personnel is likely to be much less in this envronment as segregated, block space used only by justice and public safety programs cannot be provided. i) loss of Continuity - The whole momentum created by the Justice Institute, with the attendent credibility to professionals, community and public would be lost. j) Pre-e111ployment Training - The Ministries of Attorney General and Health are currently of the view that none of the current training programs provided can be given on a pre-employment basis, yet this is precisely what Douglas College wants to do. (See Chapter 8). moreover, no would instructors. have control The Ministries, over content or This issue was discussed in chapter 7. In conclusion this option offers only the possibility of a less focused, program in which the whole concept of a specialized entity would be lost at no cost benefit. The Ministry of Attorney General and the Ministry of Health do not believe this is a realistic or viable alternative in terms of guality, effectiveness and cost. There do not ) appear to be any substantive advantages to offset the disadvantages. - 122 - ii) Building II, Riverview Complex This site disadvantages. suffers from alternative number of fundamental These include: The whole be academic Availability - a) a may office/administration space and discussion of this as all potential most (60%) of the classroom space is being used by the Ministry of Heal th for their Central Training Services. The Ministry of Health has stated it has no intention of giving up the building and is even considering moving the Emergency Health Services Academy from the Justice Institute into it. The suggestion by B.C.B.C. that there is other suitable space in the complex for the Justice Institute or for the Central Training Services may be in error. b) Size - The number of classrooms aid their sizes fall well short of the requirements just of the Academies, let alone Community Programs. The same is true for office and administration space, though the use of residence rooms might alleviate part of this problem. There is also a shortfall of about 200 parking spaces. c) Location - The location is both lll&ttractive aid isolated. It does not meet the minimum environmental requirements outlined at the start of this chapter, and would prove to be dysfunctional. - 123 - d) Scattered facilities - The training building is on one side of the complex, at considerable distance from the gym and the food services facilities. It is, moreover, not clear to what extent these facilities would be available for Justice Institute use. In summation, this option provides inadequate space which because of its location, .setting end size ~ould make it inadequate even if it were available, which it isn't. iii) Motor Vehicle Testing Station, 4705 Wayburne, Burnaby This site is somewhat difficult to evaluate as only a tentative floor plan was rendered by B.C.B.C. Based on this plan and the location a number of observations can be made: a) Cost - This option is quite an expensive one ($7,575,000) end maybe even more so if the current space plan proves to be inadequate. b) Location - the location is excellent in terms of accessibility and proximity to other resources such es the Lower Mainland Regional Detention Centre, Maple Ridge Burnsi te, Vancouver City Police. The potential to share resources with 8.C. I. T. (i.e. pool, gym, residence) adds to the attractiveness of this option. location is quite attractive. - 124 - The overall site c) Space .Plan - The space plan drawn by B.C.B.C. (see Appendix XI) is probably. too small to meet the current classroan activities of the Justice Institute. Some more study is necessary to ensure that the facility will.not be inadequate to meet the needs of the Justice Institute right from the start. If it is, this will obviously affect the cost of construction. d) Availability - It is not clear whether this site is, in fact, available. The site is owned by B.C.B.C. but it is not clear whether the Ministry of Highways is prepared to give up all claim. In summation, it would appear that there are too many unknowns to make a recommendation about this option. The main question that has t o be asked is, given the hicjl cost of this option, whether there is any substantial cost benefit to selecting it as opposed to remainirg at Jericho Hill. iv) Construction of a Totally New facility in Richmond or Surrey Since no information at all was given with respect to this option, other than that its project cost by B.C.B.C. is $11,000,000, not much can be said about it. The initial cost would be capitlized either throucjl the Capital finance Act or through building occupancy charges. The only advantages would be to incorporate all needed facilities in one site and to desic;ri them for the specific function of the Justice Institute. There would appear to be no apparent advantage -to the government given the hicjl cost of this option. - 125 - The primary disadvantages are location and accessibility if Surrey is selected, and of course the hicjl cost. Given that this option would require a greater expenditure than to remain at Jericho Hill, it cannot be recommended. v) Remain at Jericho Hill The only substantive argument against not remaining at Jericho Hill is the fact that an outdoor firing range, burn site, and on-site. driving track ere not likely to be possible This will mean continued co!M'luting to use those facilities, but this would be true for all the options except construction of a totally new campus in Surrey. In terms of the cost of the only other feasible option, the Burnaby site, there simply does not appear to be any sound financial reason to move the Institute. This is especially true given the fact that a move of the School for the Deaf is not being considered. By remaining at Jericho Hill the current momentum will be continued, the quality of the programs retained, and the concept of the Institute will remain es a real motivating force in improving the effectiveness of justice and public safety services in B.C. Indeed the Institute could be made even more cost effective by negotiating with the Ministry of Human Resources - 126 - to incorporate their staff training programs (which fall into the area of public safety) into the Justice Institute. Conclusion While the substantive date needs much more development, it appears conclusive to the Ministry of Attorney General that the only options which are even feasible are: a) to remain et Jericho Hill; or b) to relocate to the Burnaby site. On the limited financial date available, however, option b) does not seem to hold out the possibility of resulting in substantial cost savings on either a short or long term basis to the government. - 127 - APPENDIXS. "The Justice Institute of British Columbia, as a post-secondary educational institute, prov ides leadership and co-ordination to support, develop and deliver a wide range of training, professional and educational programs and services for people working within the field of justice and public safety in the community. These programs and services are designed to improve the quality of justice and public safety for all citizens of British Columbia. I) To develop and provide programs, courses of instruction and services consistent with the identified needs of, a) The Corrections Branch of the Ministry of Attorney General b) The Court Services Branch of the Ministry of Attorney General c) The Emergency Health Services Commission of British Columbia JI) d) The Fire Services Commissioner of British Columbia, and e) The Police Commission of the Province of British Columbia To develop and provide courses of instruction and services consistent with the identified needs of, a) Other components of the Ministry of Attorney General, b) .. Other Ministries of the Government in justice and public safety related areas, and, c) Private agencies and community groups engaged in justice or public safety activities. Ill) To provide opportunities through continuing education for the community to participate in activities that promote a better understanding of justice and public safety issues. IV) To develop a co-operative system of co-ordination between the institutes, colleges, universities, public schools and community based organizations. - £SITE Ai&INING NE.EDS INSITITUTI<......,."' . ' I APP?.;1.'111J ..... PR. SEPT. OCT. DEC. l ~ JULY TOTAL JAN. -- .... ·-·--J----- -- --l2 ·- ·- -- ---- - --____ --- ----··-.. JUNE . l) - ---..-- -- 2 -- -· ~T ,_ 2 2 ___ 6 -- ..,.._. MAR. s 8 8 6 4 2 - . 3g- ------ 4 10 3 ·-------- ------ ·--- - - 3 --10--- -· 4 -- - 3 4 11 ' ---·. 7 7 26 6 6 ·- -- ·6 9 66 --------- ------·---- -·- -----·AD ULT --0 er --·- - - 5 6 i r5 --·- -----·--· 17 17 - 6 25 7 6 -- 6 rr6 ·----- ------ --------· 74--·-----·---- -- L. • - ---- - ---------- I JUV. ouver -- - - ----+----0 ser -- -·------..------------o-·~rior - ·------- ---+--- - ---th--·----· -·- ------·-+----------------1-----------t----------·1-----------1---------- -----------------------. . ,.....---------- -- - -Ysr:-·- - ---1~-------·--- ~~--- ---- ~c----· - f<-rr.:r·~- ::ouve r ·-151-.--- - - - - - - - - - -·+ ---9-- ------- --- --- --·-·---..--- ------- ------------ ---- - --1-------- -g- ·-·--·- ---- ----------- ------- - --------.---- ---+----couver -r sr:--·--ser th_____ _ er1or --.,...-- --- 0 -------t----·-----·-----,--- --- -j·---- - - - - - t - - - - - - ' - - i l - - -----·- 3 0 -----------er-' ----nrKc·-- -- --- - -- --- ---9'---·-·-·--·---·---- -- --·-·- ---- ------- ----------4--------- ,-::-.> PREREQUISITE TRAINING NEEDS ( INSTITUTIONAL Vancouver l Lakeview -van:-1si;----3- *doesn_o_t-1nclude new s·taf f - for NEW VIRCC COMPLEX io··-----Fraser- --In tenor---+---2 f Anr/JiJ'ile":'" 1 Oct/Dec ·o------i:.------------------ North --- TOTAL rr-+---- -------------- -- ------- ----- ------------ BASIC MANAGEMENT-CORR ------·-- TOTAL.,.'1. Wu . ----------- --~- COMMUNITY Vancouver -van F"ras-ersr:·--·----__________ -~-1 -Inter for----·- North ·-----------TOTAL -- - - - - - - - . - -------- -----ADMIN SUPPORT ? - 3 l 0 0 4 8 - TOTAL !I-------------·--· ------·-f rce-·- ------one--·erson-of . --- ----------- Week ------------ ----------------·- --·-Vancouver l -va-n: Isl____ :----------r---·----------·-·· ----- ------Fraser _..._____ o--fiit:-er·ror------------0---- ·----------- ------------Nor-th --------o=---- -- --- ----------------TOTAL·--------- --+--2,.,..--+------·--------·-- ·--- -- --------- - -- -- ,.=.:. -1- NEEDS ANALYSIS CRITICAL AND ESSENTIAL - INSTITUTIONAL VANC. IS ITLE 11 First Aid 17 Aid Sofa 1 16 . Aid Industrial cie Survival 2 dav Instructor ness Assessor ti cal s9uad :tical Commander isis Awareness & Intv. ress Manacement .a in Sa,.,• .""D.P. Basic "'~ , >ive Drivfng • : -·· or - Fire .ielf Defense Upgradinci ~cott Air Pack FRASER INTER. 58 174 *• l 7hOS1 > 49 24 37 40x-I 0 (3) ( 2) 0 (20) 120 0 6 (20) 82 25 s 14 TOTAL dayper staff C2> 3 20 2 15 . SOtrdav 158 194 -iotrdav 64 11 CORR. ( 2) 9 CORR. CORR. 3 ? 24 184 8 165 7 15 6 6 5 12 32 2 5 6 5 12 30trday --- - 80 l l - NORTH 17 ll(SCO) (PO l40xl 1/2-1 day per day per staff staff .iiillR'equalif fcation ~arm VANC CORR.I CORR.: COR:J CORR.I CORR.i R .___,I ·---....J 12 DARE figures· in brackets are the numbers required according to standard but not .ubmitted by region) ENRICHMENT - INSTITUTIONAL -------- - ---------·--------·-....-----------------·----i Writing l _!_.-+--'---4------l--'1~2,;.-_C;..;ORR •I Records Workshop ----+---·---+----:1:--_...,._______+------+-----~--~l:--~CORR] Instructional Techniques _ S 5 CORR. Mini-Computer/Shift Sch. . _ ._!.. ______.,.___-+_":"l_ _---'I1 Man:>ower Management _______ .___ .___ lSCO - ·--l : Motivating Skills & Intv_:_..__·-----~------ --,_ __L_ 3 --i---9 CORR~ Stress 11.anag'=ment ______ .___ ,___2 2 CORR. Forest Fire 2 ---·-------·-·----- --- __ .___10 ---i-- - --____L.------"'------4....;;;l;,..;21;..._.•.;;C;..;O;..;;.R...;__R.~' Youth Management______ Accident & Incident Inves __ _ ____ _!. ___+-----+-------+- 1 Deal with ~i_!_~ Clien.~--------1----~-1-9CORR. Adv. Instit. Tr. Onsite 15 Interview Techniques___ 4 ___ 4 --~== POWE r ----1------·___ -------------------·----+.-----....----1 --:::::=:--- ----rs---- " - - - - - - - - - - - - - - - · - - - - - - _ . ,_ _ _ _ _ __ . . ._ _, _ _ _. - 6 ._ _ _ _ _ _ _ _ _ _ _ _ _ _. __ _ _ _ _ _. __ _ _ _ _ _ _ _ _ _ 1~~.:...__=.CO~RECTIONS ACADEMY) -2- DEVELOPMENTAL - INSTITUTIONAL RSE TITLE VANC. IS VANC. FRASER 1agin9 and Resolving >nflict INTER. NORm 4 TOTAL . 4 CRITICAL AND ESSENTIAL - COMMUNITY :onflict Resolution :one ill ia ti on Skills :ustod~ and Access Basic F.R.A. Famil~ Violence/Wife Ass. Famil~ Violence/Sex Abuse Y.O.A. Adolesc. Runaway React ion Child Abuse/Prostitution ·ning Disabilities T -P .. .:r Writing Interviewers• Course -""eveloE _Commun1tv Res. - ..>mmunicating with Child • Families of all cultures Family Refresher Adult Refresher - * DJ..RE -·- 12 2 2 5 2 16 ---- 3 3 4 10 5 20 12" 12• 4 5 12 CORR. 3 6 23 CORR. 16 10 5 CORR. 44 106 12 12 - 4 3 7 CORR. 4 l l l 1 - -- l 7 l -- 15 CORR. 4 - 5 CORR. l l 2 1 2 CORR. l CO.BB..e - -3- """"'·· :..· ENRICHMENT - COMMUNITY . I ~OURSE TITLE VANC. IS VANC. FRASER INTER. NORTH 3 4 4 5 5 5 l 2 1 4 7 9 3 Famill Violence/Sex Abuse Conflict Resolution Family Dynamics/Child Dev Famil:t Legal Services Wife Battering Violence Between Family F.C.C. as Expert Witness Famil;t Counselling Tech. c & A How to Interview Children Advanced c & A Mediation & Concilliation f'RA SuEreme Court Tech in Inv Child & Couns 3 l 2 3 6 4 24 CORR. 5 1 6 1 l 4 3 3 l -- l - Communication with Youth and Children Child Sex Abuse \dolescent Runaway JUV. Female Of fender - l 3 all 12* - is· - -- - l -- ,___ - Alcohor-&Dr:.ig Dependent Client 6 3 Workinq with VioTentMenl 4 Oealinq with Sex Of fender 3 l Old Peoole as Of fenders Helping Others Stress Emotionally Disturbed 5 Clients (mentally ill) i----I Pre ea re Course for c1 ient i _!lea!__wi th Hostile Client ,__._2 ____ ---------'""---·M<:diation ar.d Probation·vaTe____ ! Interview & 1 Clients -- --- -- . 12B Preparation of _Bre~~~~~Deal with Native Offender l Chinese & Indian Cultures 13 18 l --·- - ---- l 2 l 2 --- I 9 9 CORR. 18 CORR. 3 5 --- --- 8 TOTAL '' 2 - 1 7 - - ~oti 1 l l l --1 --r--- --·- ------------- ----·--·--__._ ---- -- ------------ l ----- ---- ----- --------------- -------- ----------·---- --·- -------·-------·-------------------·------ -----·---Mone~agem..£_~_;__Ski_ll~--------, 12* ---·- -- 11 CORR. 6 1 ·-- -I-E6Ri:-2 _ -- 10 CORR. 12 CORR. 3 3 l -- ----- --- 1 2 --·-4 Budget Development . 4 F .. mily Budget Debt-Con·--2 2 -!__ ·---·- - ---------------·-- - - -·-·---- - - - ------ - - - - - ---------& .. ~-. -4- r . ·: ENRICHMENT - COMMUNITY CONTINUED ( - COURSES Communication Skills Team Development Power Writing Time Management Crisis Management Stress Identification Criminal Law Criminal Law Advanced VAN. IS FRASER INTER. NORTH 7 SE ' (adult) 4 6 l+? 6 20 10 10 1 6 4 4 3 9 3 2 2 Organize & Utilize Community Resources Public Speakin9 How to Develop & Run Korkshoes Leadership and Motivation Intere_ersonal Conflict Public Relations & Media 3 s l -- 3 l 1 3 3 CORR. l CORR. 2 CORR. l CORR. s 2 - --l 5 CORR. 2 CORR. 3 CORR. 1 1 l 2 6 12 CORR. 4 4 9 CORR. l CORR. · 3 CORR. 1 1 7 16 CORR. 14 CORR. 20 CORR. 16 t:ORR. 23 CORR. 11 CORR. 6 l - TOTAL 8 2 ~neral . 2 CORR. l --P.O. - General Refresher Refresher Adult General Ref re sher Juv. General Refresher Family .One-person Off ice Parole Co-ordinator c.s.o. Workshop Supervise Contracted Serv VANC. l l l CORR. -- -:r------- --2·-- - 1 --------·- - ·- -·--------------------------- -- Defensive Drivin9 l Abnorma1 Psych. Univ. Lev Contract De~-~-~~--Tech Change/Intro Comeuter -------1--Horne Studies studies _____ --rWomens - l ~-- l _ ll ____ 3 l l ----- ---------- • I -· -s- "uEVELOPMENTAL - COMMUNITY -·c -URSE TITLE VAN. ISL .. ,rformance AEpraisal ... 1tuational Leadership Budqet/Time Management Industrial Relations Staff Skills/Selection Coaching for Imer. Perf. Problem Solving/Desc.~akg Basic intro to Computers Supervision in PSC Envir Bud9et Management II Industrial Relations II Youth Management . Supervision II P.O. Basic VANC. INTER. FRASER 1 2 1 l l 4 NORTH TOTAL 2 3 COR 2 2 1 . l 1 1 1 1 5 3 1 l l 2 6 1 l l 6 1 3 l l l cso 2 CRITICAL AND ESSENTIAL - ADMIN SUPPORT !Admin ; Support Workshop Recep/Swtbd Communication Relating to Public Time Management Off ice Mgmt/Tech Chanqe Basic E.D.P. Performance Evaluation Budget Mana51ement penditure Process/Contr - _ .... wer Writing Y.O.A. ramil;i services Principles of Supervfsion Technical Supervisor l l 2 1 2 1 S* 2 2 2 1 l - 11 1 3 l 3 1 l . ·- -- 2 2 1 __ _ ____ -1----2--1- l Principles/C~u~ D.E~ _!asic E.D~------------ -------------·------------- l 9 COR -+--------+----------l'---1 ~l-- ---9--r--- , ,.___ ----- ---6-- ___ _ --y- ,.___ - 4 -----~-------+- ~-- COR ~ 1 l l 3 -==-=- -4 COR l COR 7 5 - I 9 COR 1 ----- - ------ - ------- -ENRICHME:~lT - -- ADMIN SUPPORT - Interview ·- ------l & Communication Deal with Hostile Client Supp_Stf. Conf iden£__Wk l Female Workers/Criminal J ~~~ting to Public Communications Assertive Trainf~=~ -==·=-=­ Off. Auto/ Tech Chan~~Information~tems ____ _ _Computer Intro ·--------Word Processin~---------­ Wang Word Pro~essing _ COR 1 2 3--- 1 -- -----·--1-3-----+---:-13 CCR 2--~-2- l 9 ·---+----6-- -----·-----2---+--------i-~-----1-----------+--2 2 l 2 4 ---+-----4--------·--.+----y--- ,,,..... -.. ...... ... .. ... -6- ~ ENRICHf1ENT - :ouRSE TITLE - ADM IN VAN ISL Support Workshop Budget Admin. Filing Systems Leave Management Clerical Systems Update Accounting Powerwriting Pitman Refresher Time Management ~dmin ~ SUPPORT VANC. .-. .-.' ; - CONTINUED INTER. FRASER NORTH l 2 l l 1 2 TOTAL . 3 COR l l 1 l l 4 4 8 4 CCR 3 l 4 4 l l l 2 4 5 l l l -Budget Management I Sr. Sec. Workshop Cler. & Sec. Oevlopment Coaching/IrnEroved Perf. Staff Skills/Selection Labour Relations Leadership/Motivate Staff Supervision in PS Envirn. I - l l 2 -· DEVELOPME~TAL - Budcet DeveloEment Financial Mgmt Program Sr. Sec. Workshop Criminolog:z: SFU J. I. re Corrections BasTc Supervision 7 l 2 r-- 2 2 -r-- 2 2 4 l - --· 3 COR 9 PSC 4 2 - - ndr.iin SUE F.R.A. First Aid SOFA ·ex Abuse/Family Violence --- -- l - 1 l l l - ADMIN SUPPORT l l l l 2 l 3 1 l 2 l ----------- - ------- ------------ -------·---- -·---- ------~----- l ___ i.__..._, - - - -·- l - l ----- ...... -7- ( '· .. CRITICAL AND ESSENTIAL - MANAGEMENT -COURSE TITLE VAN xs. VANC. Budget Devlop./Control Advance Budget Budget Management I Industrial Relations II Performance Appraisal I Performance Appraisal I I Crisis Intervention Tactical Squad Commander Y.O.A. Time Management Advance Manaqement Tr. Basic E.D.P. Staff Skills/Selection Instructional Tech. Media Handlin' Financial M9mt-Control Act Mgmt during Restraint Crisis Manaoernent FRASER INTER. NORTH 1 TOTAL 1 2 l 8 l l 7 4 4 l 7 l 4 2 13 30 2 13 43 2 l l CORR. CORR. CORR-:CORR. l 7 3 l - 2(00) l l 1 1 1 l 2 l 2 l 5 4 - CORR. 12 2 5 4 l l 1 1 CORR. - ...._~---------~--- ENRICHMENT - MANAGEMENT r---------·---------------------------.--------T---~---r--------r---------~----------. Mana9ement Training -----+-_.,..l____..,._______..,__ l Mid Mana9ernent Skills l f 2 P r inc i el es/Mid Mana9ers 4 --~-t-------1--------..,_------~--------+--------·--4 E·f f ect i ve Supe_r_v__i_·s_i__ o_n___-+--·-----------+--.--------l----+-------.. . Except iona l ~nagers l l General Refresh~e-r-----------1--------..,_------i-~l:-----t"----·---1---------+--....1-------Executive Dev. Course--------------------+-~1-----+--------+-------+-~1;;...-------..__,..----...,,,..-=-....,..~·--------;..._---+--·..-----1,..------+---------1'--------+---------1--w;__-----~abour Relations l l Mediation in Labour Re~1·--.-+--~1-----f---__.--+---·------+--------+-------~~l;...______ E~proyee ~raisals- ____ _! -~:::.::::=;:::___-_--4+_-_-_-_-_-_-_-_-:_-:,_ _ __,l,__ ____ 2 _ Coa ~~ i ng/ Impt:_~_veerf ormance Appraisal Inst. Cor.ur.•. Admin. -- ---- -- FRASER 1 l 4 4 1 DEVELOPMENTAL Basic Management VANC. 2 2 6 18 3 CORR . CORR . CORR. 0 1 3 4 l l CORR. CORR. 1 I ACTIVITY' ACTUAL 1ESCRIPTION r PLANNED 1 ACTIVITY/MILES'l'ONE NUMBER DESCRIPTION .... " 1·1· PROJECTED STAFF I TITLE: COURT SERVICES: TIMEFRAHE AND RESOURCE REQUIREMENTS N,t;t;Ul:i, I FISCAL YEAR 1984 1983 CALENDAR YEAR 1983 ~ ON DJ r I Registrar Training Classroom Registrar Upgrade Headquarters I J' ~ 1986 1985 1985 1984 . IQH6 •· I I , .... $~1 b Q{ 0 Ct>- l>E IJi lu~c r, rci a n• r 1 7 s ~o 1 C1 1n r ~c •• ,,. "'"' rs o 01 0 ~ t>• ...... 1ln1 Classroom Contractor Implement New Courses Supervisors Classroom? Cross Training For Bumping & Layoff Supervisors Upgrade Se•inars From Changes in Law Headquarters $ • lOb Contractors 2 K ~a Supervisors + 2 F~elc Cross-training Supervisors 4. ' a•s fliE ld I le! 1 tie ( lo1 ti •• t C• - tr ~i ba u e ., ... -· ... r _ . . '""'-· ...... N~ la1 .. $11.~ .COi Re! bl re le IN1 let !In nlM. v s' r : I $~0 oqo Is O, o~o R• s u c 1 $~,1 0 $b. bob -- $] IC>. 01 0 ls1 Ii>< r· i 0 s s· ,1 lo .... i kn Cl 81 $. ,1 01 I II eltd Utik flCl 1o1r • IMC SI 1: 1 t>l an s tc cor t ' nt e ti i I '- 1h1 $',I Qi Developnent of New Course & Delivery Syst.e111 Ran at J.l. .. . ., . •• $ 0 .c D1 S51>, ~I 0 n~c ,«PC .... (~I tl a• ti tr +"'- ~tin rile olr It- b.C IO Id, y: , Cl>n l:i ilc It k:c I-• re i la o I ~r i~e~_ Court Administration & Service Delivery court Clerk Courses .. ... . . .. .. . AM J J AS ON ID J FM AM u IJ AS 0 N oil IF M AH J J AS ON D lJ FM AM J J AS 0 N DJ FM ~M J J A S 0 I\ , Q .. t •• n 11 13 , • •• 16 J1 n :U M II U u .. ••I• " a II U n ,. is :n 11 JI T~e Deputy Reqisttar Training . 'PreP4red by: Earl J. S•ith Date: 84/02.'14 Rev'd. ..., ~r >q I I I $11.! , Ck>I .. n e nlt.l 1$! ,( 01 . $12, Olla• . I I I III II I I I '' I I PAGE 2 I I ACTIVITY ACTUAL IESCRIPTION I PLANNED I \CTIVITY/MILESTONE ' / I TITLE: I FISCAL YEAR 1983 l91f.fl CALENDAR YEAR DESCRIPTION NUMBER RE~ Classroom Dev. of New Course ~ Delivery System Contractor 0 NDJ ,, $ 0 ~, lO) $. s .ouo ('~e lft~;" u Supervisor Classroom? Handgun Training staff Instr. Police Headquarters I slo .. .... ... .... . .. . . ~~ $ 0 OPO l $ 0 O)O I . ~eso u:el! t JO ll ll~J; t>l -- ~· ,( 0( $l, OOP J II t1 r ~a Supervisors I s, ocp Fe d - Train Callboard Auxilliaries 1986 1986 t4 l'.T • RE ~-St aff $ Ccn• r. c 0 Supervisor I ~AIM J J AS o~ lo IJ F MA M JIA S olN D'1 F ~ ~ M JIJ A S ONDP F MA M J J A S 0 N DJ I' M AM J J A II' , 1 I I 1e 11 11 .. u .. u M SJ !II II 11 •1 11 Ill 1•1 za n 1• zsl II 17 la 21 x ,, :aa ,, ,. as 11 n :ia :19 uu ut11 • '" ••I• f > •· I I l F1 l t ~m ~ Implement New Courses !9a:> I Deputy Sheriff Pr09ram Basic Training Course 1985 1984 1984 'Prepared by: Earl J . Smith Date: 84/02/14 Rev'd . I 1 Cross Training PROJECTED STAFF OEVELOPMi:;1u roi:;i::.u;:,, TlMEFRAME ANO RESOURCE REQUIREMENTS COURT SERVICES: ~e ·- $~. 000 1$2 ,CO< Ir tc r1 a ,c 0( ~~! $ 0 o~o --· R~s o. POb • o. PCP .• 3,, tlOO • t>u reed JP, DCP lt e n111l J lei 01 r< 'el • s,p • ... ;I IOI ~l : r •i IOl"E ". Reporting Services Court Recorder Course Develop11ent Contractor $ s ope + l • i~l ~ Court Recorder Supervisors . Course lnplementation Mana9ement Manage111ent Dev. ~ontractors ~! 0( $! 01 $ !O 0 0lC I I -....:;,.... St llf f d; yt ' I $ 0 0 ,o I $SOC ~l 0( ·' oc I $3 0, oc o • I I I ESSENTIAL TR· "''UHG February, J4 .-. - ~- TRAINING TARGET ELEMENT GROUP REOU IllEMENT METHOD OF PROVIDING Examiner BasiclClerk 6, 5 Over the past few years Examiners have Individual assessment of specialized in examination of titles training needs. On the job or survey area and within Title training in areas of Examination have specialized in deficiency, aided by traincertain types of application. It has ing manual being developed. been decided that examiners must now Deputy Registrar responsible become more generalists rather than for training staff. specialists. Requirement during the next two years is to ensure all Clerk 6, 5 attain working knowledge in all areas of title examination and be able to handle 80% of the survey issues. Examiner Trainee Land Titles is unable to hire title examiners - training must be provided in-house to gain expertise required. Examiner Trainee is a developmental position. Progiam must enable candidate with little knowledge to become a fully qualified £xaminer in a specific time period. Clerk 4 On the job training aided by training manual and practice examples. Deputy Registrar ~esponsible for training trainee. ESSENTIAL TRAINING February, 1984 .c'aye 2 TRAINING ELEMENT TARGET GROUP REQUIREMENT Land Title Clerk - Basic Clerk 3, 2, 1 Program to enable clerical staff to perform any clerical duty within Land Titles. At present, staff are in specialized functions. Computer Introduction All Staff Introduction of automated land title 15 hour training program system. A 'hands on' training program in-house. User Manual. has been developed along with a user Provincial Computer manual. Co-ordinator and team responsiblE for training. Clerk 6,5,4 Subsidize ~taf f to take Present staff have not been required keyboard ttaining at ni9ht. to have any typing skills to do job. Examiners, with computerization, will now draft and update titles by computer. Keyboard familiarization is essential for efficient use of computer. Job functions of title typist is taken over by examiners. METHOD OF PROVIDING On the job training and rotation. Training Manual. Central Setvices Manager responsiblE for staff training. ESSENTIAL TRAINING Page 3 February, 1984 TRAINING ELEMENT Management Development TARGET GROUP REQUIREMENT METHOD OF PROVIDING New Staff On going computer training for new staff that enter Land Titles. Registrars Deputy Registrars Central Service Managers With the implementation of the new Formal 5 duy training organization structure in the Spring session (2 sessions are of 1984 all management must fully necessary to train all comprehend the management expectation managers). of them on the job. A five day course will highlight team building, productivity improvement, staff motivation, performanc·~ appraisal and overcoming resistance ·:.o change. session provided in-house by Computer Co-ordinator. ~raining DESIRABLE TRAINING February, 1984 ye 4 TRAINING ELEMENT TARGET GROUP Legal Enhancement Registrar Deputy Rgistrars Clerk 6,5,4, To increase knowledge in areas of real Tuition suLsidy for estate law, such as real property, Continuing Legal Education wills, estates. and selected law school courses. In-house lectures from legal profession • . Survey Enhancement Registrars Deputy Registrars Clerk 6,5 To increase knowledge in areas of survey expertise. Tuition su~sidy for survey related courses. In-11ouse lectures f~om Surveyor General an~ B.C.L.~. Management Enhancement Registrar Deputy Registrar Central Serv. Manager To improve management techniques. Given that the new management structure being introduced will require extensive team work, there will be a need to provide additional training in specific areas after the general training program. Public service Commission courses. ~uition subsidy. REQUIREMENT METHOD OF PROVIDING ··- . DESIRABLE TRAINING February, 1984 _·age S TRAINING ELEMENT TARGET GROUP REQUIREMENT METHOD OF PROVIDING Financial Management Registrar Deputy Registrar Central Serv. Manager Financial Off. Admin. & Support Clk. In 1984/BS Land Titles will move toward becoming a self-financing operation. Financial skills in accounting, forecasting and revenue reconciliation will become critical. Public Service Commission courses in the areas of financial 1.&anagement. Tuition suLsidy for professionul accounting courses such as auditing, financial system development and financial statement preparatio11. Personnel Management Within new organization, it is Deputy Registrar expected that a number of managers Central Serv. will be in a management position for the first time. It would be of great Manager Financial Off. benefit to have specialized training set up in this area. Admin. & Support Clk. In-house lectures, sewinars by area spucialists such as - Personnel Off ice - Payroll - Leave Mat&agement - Grievance Proceeding/ Labour/U11ion procedures JUSTICE INSTITUTE OF BRITISH COLUBIA FIRE ACADEMY REQUIRED NEED COURSE . NO. OF COURSES Instructional Techniques (Paid) 10 Days Instructional .:rechniques (Vol.) 10 Days 2 Fire Officer I 10 Days 27 Industrial Fire Protection I 5 Days Industrial Fire Protection II 5 Days Industrial Fire Protection III 5 Days Industrial Fire Protection IV 5 Days Industrial Fire Protection v 5 Days 2 Fire Prevention I 5 Days Fire Prevention II 5 Days 3 Fire Investigator I 5 Days Fire Investigator II 10 Days 3 Volunteer Officer I 5 Days Volunteer Officer II 5 Days Volunteer Officer III 32 2 2 1 1 1 3 3 25 20 Weekend - Volunteer Field - Basic (2 1/2 Days) Field - Module "A" (2 1/2 Days) Field - Module "B" (2 1/2 Days) Hazardous Materials Seminar 3 Days 6 12 12 5 168 P.4 /0?,, 4 APPENDIX VI JUSTICE INSTITUTE OF BRITISH COLUBIA ( FIRE ACADEMY IMMEDIATE NEED 1984-85 COURSE NO. OF COURSES Instructional Techniques 10 Days 2 Instructional Techniques (Vol.) 10 Days 2 Fire Officer Block I 10 Days 4 Fire Officer Block II 5 Days 2 Industrial Fire Protection 2 5 Days Fire Prevent ion 5 Days 4 Fire Investigator I 5 Days 1 Fire Investigator II 10 Days l Volunteer Officer 5 Days 8 Field 2 1/2 Days 23 Local Assistant to the Fire Commissioner 5 Days 4 Seminars (5 courses for Hazardous Mater'ials) 10 3 Days 63 84/02/14 APPENDJXJJ\ CRIMINOLOGY /CRIMINAL JUSTICE/PUBLIC SAFETY PROGRAMS IN THE UNIVERSITIES AND COLLEGES Criminal Justice Training in British Columbia is offered by Simon Fraser University, as well as several colleges throughout the Province. A brief description of the programs is shown below. 1) SIMON FRASER UNIVERSITY Simon Fraser University offers courses leading to a Bachelor of Arts Degree to students interested in a comprehensive, interdisciplinary approach to criminology. The purposes of this program are: "The study of criminology attempts the unification of all aspects of crime by an interdisciplinary and integrative approach. The curriculum is designed to assist students to acquire an in-depth understandl~ of the complexities of criminal, delinquent, and deviant behavior and of societal reaction to crime and dev inace. Students concurrently acquire a theoretical and practical knowledge of the criminal justice system and its components, and gain insights into the philosophy, sociology, and present state of criminal law". ( 2) CAMOSUN COLLEGE - VICTORIA The college offers a four semester (two year) Criminology Diploma program which is transferable to Simon Fraser University and to the Universities of Regina and Ottawa. 3) • COLLEGE OF NEW CALEDONIA - PRINCE GEORGE This certificate program is designed to provide pre-employment training as well as upgrading opportunities for those people already in the field. In addition, the program prov ides transfer credits to Simon Fraser University. The student takes courses offered by the College of New Caledonia as well as Simon Fraser University courses offered through that University's Direct Independent Study Courses (DISC) program. 4) DOUGLAS COLLEGE - NEW WESTMINSTER Douglas CoJlege has two related justice programs. One is a careeroriented program in Criminal Justice while the other is a university transfer program in criminology (some courses are com moo to both programs). a) Career Program The college offers a one year certificate and a two year diploma in Criminal Justice - Law Enforcement as well as similar certificates and diplomas in the Corrections field. b) A Diploma of Associate in Criminology The program has transfer credits to the Simon Fraser University program. This program would no doubt be transferred to other universities as required. 5) FRASER VALLEY COLLEGE A two year Diploma in Criminology is offered with transfer credits to the program at Simon Fraser University. 6) KW ANTLEN COLLEGE The format of the offering is similar in design to that of Douglas College. Please see the description offered there. 7) VANCOUVER COMMUNITY COLLEGE (LANGARA) a) VancolNer Vocation College·, offers a five term (20 month continuous) certificate progra~ in Court Reporting. The program trains in the skills and duties of verbatem machine shorthand for court reporting. The program gives a basic knowledge of the Canadian judicial system with special emphasis on British Columbia court procedures and functions. b) Criminal Justice Program - A four term diploma program designed to provide specialized and general education courses for those intending to proceed to a career in police service, correction service, industrial security, and protective services organizations. c) Security Officer Training (VancolNer Vocational Institute) This 90 hour certificate program is intended for people who plan employment in the security industry. The program emphasizes the practical aspects of security officer training. APPENDIX VIII JUSTICE DISTITUTB OP B.C. ORGAllIZATIOll CHART PDIAIEB MD ADllDUSTRATIEllY OllGANlZATIO!fAL CBART PlllhCIPAI. JI ~nn lllSTITilt •IMISTMY 01 lllT'!Olllot.\ liUIL11AI. lolll;ISTAllT llLl'llTY •llllSTU. lllOl.ICS llUVICU MITISll COLL-.111& !IOI.IQ am1::s10. llCUTAll\ • llUUllCll. llE\'l:lalll[frT • ASStsSllE~ DEPt-,Y DI 11£C'l'Oll . P-~kA• !;I llECTOI'. PIDGL\ll DIUC'IOR AD\A~CEll llESEAllC'll, DEVIUll'llEl''-'lA'.lt•'\ l!uu{?~j -_ 7 -, S /~tt.1/1/~,-...1m~ S'l&j/ '' -v- - ' APRIL 1, 1984 W//,i. -- - I tlri~i;n ~~~ - - I I./ tin~ S"~l'(l(_y Sta// 11 lln1o·>i et. u .r«f Stnj( 1· 0£AN ( 1) I ________T ______ COUNSELLING SERVICES p--· DJ RECTOR ~-~-------------~ ' I -- --I I PROGRAM DEVELOPMENT -~ DIRECTOR · ~ ______\_J.. i PROGAAMMlR- ; -- - - - - - ·- - ~ POSITIONS FUNDED BY OPERATING BUDGET 1 Dean 2 Prog. Dir. Comun1ty Programs 3 Prog. Dir. Program Development 5 Co-ord.Conmun1ty Programs Outreach 7 Co-ord. Program Development 8 JIBC Librarian 1 1 ,,,., - -- - • ' MED. TECH I II (9) I ' ' BOOKING ~~ CLERK (1)) MEDIA TECH.II (15) MEDIA TECH. It (16) SECRETARYl (19) - -- DIRECTOR L--------·--' • (7) L.-1!!1 ____ J l - LIBRARY, MEDIA ' I FIELD SERVICES ' I CO-ORDINATOR L.1!Ql_ ___ j -~---~l- r------------.. , ·-----L. f. :PROG~R1 5"t, " 1V S4/ tini~n Cl...:u~ttl Sfo// : PROGRAM (4) : PROGRAtf (JJ {t) - ., DIV. SECTl. (lf} --------------,-~---.--=-- C 83-3-20 CAPITAL COSTS OF ACCOMMODATION OPTIONS <1984 $) ------- ----- -- ------------\ Options A. --~---- -------- c. 8. D. \ \ \ \ Property 412~ \ Move Move Mov• to .4 705 to 500 Wayburne Lougheed w. 8th Remain to at Surrey/ Richmond 4125 W. Sth ----------- ------------ ------------ -Justice Institute -Property -Construction e,000,000 ei90,000 -Deaf School -Upgrade 'I -N•w Gym I -Construction I • I I I I I I ~ I 1,e20,ooo soo,ooo 1,e20,ooo soo,ooo 1,e20,ooo soo,ooo 1,105,000 I 500 Lougheed I -Property -Const.ruction 600,000 780,000 4705 Wayburne -Property -Construction -Dormitories 3,000,000 1,755,000 500,000 Acquisition -Land 1,600,000 7,lS0,000 -Construction -~------------Total Capital lncr•ment over Lowe•t Cost ----------7,S75,000 ----------3,700,000 ----------11,070,000 -----------9,695,000 0 7,370,000 S,995,000 ----------------------~------------------------------------------ TllE MTJa l•STJM£ CAttara1r ltatraU MD Tll ICHOOL FOi TH£ KIF CEdvcaUont 14·S·l6 ausna llSTJME PID&RAll/IPTlll CGRPAllSOlf IUINRY - -------- ----- - · \ I l. I I I u ' a,u111 fr11r11 ll•ulr111t1t1 •KriftiM ----------- I llltl I Wtr ... Ital& l.2. Staff, Dptn Ar11 1.s. Staff, Eac11111 Ar•• ElployHI Elpl1y111 100 2.5 '° 10.0 12.0 IO 2. T11cbin1 and Trli1i11 11111 IDCll1 ' 6 l l I 160 H 1 l11tl ltatin1 l 2.9. lrill Dtc• 2.10. Plari•I Fitld and Tract 2.11. lltdDDr Firi11 lln91 2.12. llptn &pact for Si1Ul1tian 2.ll. lur• Silt for Fir1 Traini•t 2.14. ParU11 2.1s. lriw1r Tr1i1in1 11111 2.16. lti11l1t Paol S. I. ll11pi11 kc-41ti• ..... --··· I I I I l soo Vllticlll aan"''' ••• ··--1 .... 11t1l lrt1 Ct2 111•11> lllrt·••• 111bl1 t1 nntnh, I soi total lr11 112 r11ta'11J ········---- a: I a: ) SOO 11 200.0 so.o 200 II IO II 50 II 1.s J9.o 100.0 100.0 240 II 624 I: IOO II 100 II IO.O 250 550 I I 640 r I '• l I I I I 40 -1--1 • .-...------------------ Htt l1'1catn 1 r141ulre11nt to•• 11t tff-titt 480 I HO I 250 I 90 I 70 I 250 I 0I 90 I 90 I &: II II I I I S20 d 50 250 JOO 'to° I I IOOO.O 11000 II 61400 11 l,000 I ICIT I 1,000 61400 I Hllll 111111 II Htt I tttt I 2000.0 21000 : I ?I 7I lfllll IHHI II tt11 I Hll I 25.0 7,SOO II IHltt II 7,500 I 71500 I tttt I tttt I ...... 111111 ••• tHHI II l r 120 6400.0 s. lt1idnli1l 11t11 If ""' 11 600 ll 240 I 250 I 270 I I II O.tdoor I 250 II 600 :1 u 2.1. Cl111r1111 125 1tud1nt1I 2.2. Cl111roo11 115 1tud1nt1> 2.s. Indoor Tr1l1in1 loll 2.4. ltitht Llftitt RDOI 2.5. Lodtn and Sh11tr1 2. 6. Ltctur1 11111 2.7. Firt Ar11 lint• 2.7. U•rarr 2.8. lltdi1 Ctntr1 S 11 II II ''''" I I I I I S. I ,.............. 4705 I SOO I l11rnr/ 1: l1yburn1 I Lou1h11d : Rich1ond I Arta Ct2 II Ar11 112 I lr11 Ct2 I Arta 112 Cl2/1t1itl I 11a•l1I II rent .. l1JI r1nt .. l1>: rent1bl1l I 11----1------1----- 1. Ad1ini1tr1ti• and llrvitt l.l. lite••• and Caf1t1ri1 I 2. I YDC I l'land1 I II II II I I I I I IOO II II 100 I 900 I I I Hit flll IHI IHI --11---1----: -----II II I 4,144 11 1,24J 11 I I S,Sl7 11 I J,eco 1 4,260 I S,387 -....-----..------ THE IUSTJC£ llSTJTUT£ tlttor11y ll1tr11J MD TIE ICllDOl. Fii THE 1W tEd11t1ti11) ___ ICllJll Fiii Ttl KAF' KCOfllDDATIDll IHUIROOTS IUMARY ---,_--- -... hKriptiDll I Ar11 112 I 1 reatul1t1 ------------·· l I. lll1inl1tr1tian ... ltrwic1 l I I.I. FOid llnicn 1.2. Staff l,J. lllaltll llrYICll 2. T11c•int .., Tr1l1i11 2.1. Cl111roan U70 1t1d1nt1> 2.2. ly1n11iU1 3. lnid111thl 140 ' 2,000 ' 200 l' l l 3,000 I S60 I I I I l,400 I I ----··-·--··-··-·_______ ,__.._...., t1t1l 7,500 I ·---------,----------- I 14·3·13 \'Z· ' ·' ·. :., '~ ·'.~· , ...... . . . : ...... ."' •Mttt ~,· . ~- ,.. ijj' ... ...... - ·"' ·-· "· ~ ~· I I I I I I I ..... 4125 W. Ith Avenue Bld9. No • l 2 3 • 5 6 1 I t 10 12 ..... hUdin9 Slue Hall Recreation Unit Tyler luildin9 McDonald Rall Cafeteria ' lnf iraazy Greenhouaea Fonner Beating Plant Lawrence Hall EquipNnt Shed CoY9red ..1elllbly Ue• Auditorium Ar•• J621 a2 and JfO a2 b••...n~ 221J .2 16t2 a2 and 146 a2 baaement. Jllf a2 and 2105 a2 ba••~~ 1552 a2 end 1471 a2 baa•lllDl " .z lU a2 2161 a2 and 06 a2 -...~ JU a2 211 a2 .J1aatice lnaUtute .Justice ln1titute <•h•redJ School for the Deaf lcllool for the De•f J1111t.ice Institute (•hared) School tor the Deaf J1111tlce ln•titute Justice ln1titute Justice lnatitute Juatice ln1titute Justice lnatitute -.a.---- ·· L.. --'ali. . • '- .. .. ~ ..... . I 'I'' • )' --- ••• . r.'Y ·--Steft!tan .. .. -~ DELTA llTIUTOI'- .... . ...,RDFIL ...... .I J ""''u-. 4\2.'5 w. 8"""1 "6#8 • 8 OCbV~ ~ E • 'Sao U:>uc.'"'ee:o ti .. .! I '\ft -- I I ••= ~ ~ ~ ~ l 1~ .. i s).~. . a-.a ~i· "'l ii ,. t I I ~~ L , . l li QI~ d) ' I ,.,.. 'i ..}.· . .. .\:'i l I .' ..... ~ I ( L - ·- .· \._. I I! J- .' .. ·1 .. • '·...... ....··: •; ... . ... .. : I c• .•: !:1 ' tt- ~ : ..· \ G .: .j . . t: 2 I . r · .., .. " . ~~ . 6 l . ~I . ~. ... I . M .I I .1 I. ~I .. ~ ••• I I • • 8 &2!Ut Z 553$..AMf'!' ! .,c;¥s;::. .. ,. : P .... • · . ;·--: .... • .: ·.· ·I I ~ £?-?St)f!¥;.1!9/ 5·'..~\*:J~·:. :(. 4¥. s: : .; B?Pf4~-. ;:.1 • .. , .. I~;'• • •• • ' • ., ' J • •~ ....... 2) CAMOSUN COLLEGE - VICTORIA The college offers a four semester (two year) Criminology Diploma program which is transferable to Simon Fraser University and to the Universities of Regina and Ottawa. 3) COLLEGE OF NEW CALEDONIA - PRINCE GEORGE This certificate program is designed to provide pre-employment training as well as upgrading opportunities for those people already in the field. In addition, the program provides transfer credits to Simon Fraser University. The student takes courses offered by the College of New Caledonia as well as Simon Fraser University courses offered through that University's Direct Independent Study Courses (DISC) program. If) DOUGLAS COLLEGE - NEW WESTMINSTER Douglas College has two related justice programs. One is a careeroriented program in Criminal Justice while the other is a university transfer program in criminology (some courses are common to both programs). a) Career Program The college offers a one year certificate and a two year diploma in Criminal Justice - Law Enforcement as weU as similar certificates and diplomas in the Corrections field. b) A Diploma of Associate in Criminology The program has transfer credits to the Simon Fraser University program. This program would no doubt be transferred to other universities as required. .S) FRASER VALLEY COLLEGE A two year Diploma in Criminology is offered with transfer credits to the program at Simon Fraser University. 6) KW ANTLEN COLLEGE The format of the offeri~ is similar in design to that of Douglas College. Please see the description offered there. 7) VANCOUVER COMMUNITY COLLEGE (LANGARA) a) Vancouver Vocation College .. offers a five term (20 month continuous) certificate progra~ in Court Reporting. The program trains in the skills and duties of verbatem macrune shorthand for court reporting. The program gives a basic knowledge of the Canadian judicial system with special emphasis on British Columbia court procedures and functions. b) Criminal Justice Program - A four term diploma program designed to provide specialized and general education courses for those intending to proceed to a career in police service, correction service, industrial security, and protective services organizations. c) Security Officer Training (Vancouver Vocational Institute) This 90 hour certificate program is intended for people who plan employment in the security industry. The program emphasizes the practical aspects of security officer trainirg. '. ~ MEMORANDUlVJ. ,/ File :Ct: From: Dean Winram Date: 3 May, .1983 Student Res f deuce D R. A F T Our File: Your File: - - - - - - 1) Capital Costs: Building (see notes hereunder) 2 Rooms Building I 1 Bathroom 1 Room I Separate Bathroom $680,000 $850,000 Furnishings 58,000 58,000 Architect's fee at 7% 48,000 60,000 Contingencies 24,000 32,000 $800,000 $1,000,000 ··=······ ====-==· Notes: a) !hared Bathroom 6.500 sq.ft. for rooms and stairs 1,500 sq.ft. for kitchenette/laundry 8,000 sq.ft =···· b) Sep:irnte Bathroom 8,500 sq. ft. for rooms and stairs 1,500 sq. ft. for kitchenette/laundry 10,000 sq. --···· ft. Construction costs based on architect's estimate of $85.00 per sq. ft. - 2 - tne feasibility of shared bathrooms vs. separate batherooms has been ~xplored in a very tentative sense with Cliff Andstein of the B.C.G.E.U. who indicated that he would consult with others on this subject and advise me in due course - at this time (28 April, 1983) no response has been However, when the subject of a student residence received. was broached a few years ago with various Unions, the concept of shar~d bathroom facilities was acceptable on the basis of single occupancy in each room - the whole question of residence design will be put through a User's Group of which the various Unions representing J.I. students will be represented. 2) Projected Operating Costs (assume shared bathroom model) Amortizntlon of mortgage - year mortgage rate 12 3/4 % on $800,000 - current three (25 year amortization) $104,200 (al Housekeeping tassume 1.5 housekeepers at $15,000 per year to handle bedmaking, room cleanup, etc. for 32 units) $ 22,500 Heat, light, water, garbage $ 10,000 Laundry $ 4,600 Furniture replacement, repair $ 5,000 Building maintenance and repairs $ 1,000 Insurance $ 500 Caretaker(~live-in rent free)- provision allows $ 12,000 for cash payment Miscellaneous supplies, cleaning items, etc. $ ·roTAL •..•..•....•.•.....•••• ; .•.•••...•••••...• $160,800 1,000 Notes: a) this is probably a "high side" estimate; indeed it is possible that housekeeping could be paid for on a piecework basis given the fluctuating nature of residency occupancy. b) this position, much the same as in ~onventional apt. buildings, would provide janitorial service to common areas, general superiis - '-·•,.ies, and general site i;upervision - 3 - 3) Clerical Work Associated With the Residence (in/out bookings for Student Occupancy) - could likely be handled by existing staff using word processor department. ~~ ouak·1s .., February 14th. 1984 ., O .lt~c~c· \.• .. . -rlli~©~nw~mi Mr. Blaine Mcintosh. Co·ordinator, Business and Office Training, Post Secondary Department, Ministry of Education, Parliament Buildings. Victoria, B.C. ~"P. l ...,, ':> 1°~4 ..J1,,,,1 f11H., SPECIAL PROJECTS BRANCH VBV 2M4 Dear Mr. Mcintosh, Enclosed is the staff report that you requested regarding the possibility of all or some canponents of the Justice Institute programs transferring to Douglas College. I must emphasize that this analysis is preliminary. It is based on infonnaHon we have received from the Justice Institute. In spite of their most co·operative attitude, we are not able to provide definitive material at this time. This analysis should be viewed as a first step. Further specific discussions must be held, in our opinion, with the contracting Ministries, before any final dispositions can be reconrnended. We will be happy to answer specific questions. Your active participation in the development of this staff analysis is most appreciated. Your role was a critical one in allowing us to meet your request. ;;;:_~L William L. Day President WLD:jrh Enclosure ~ I JI A PRELIMINARY STUDY OF THE IMPLICATIONS OF THE TRANSFER OF JUSTICE INSTITUTE PROGRAMS TO DOUGLAS COLLEGE In undertaking this requested staff analysis, inherent in our assumptions is the proviso that such activities will not result in any detriment to programs at Douglas College and its planned future. The College task force charged with thi~ responsibility has considered three alternate scenarios for Douglas College's participation vis-a-vis Justice Institute programs and personnel: 1. Landlord Status - whereby Justice Institute programs and personnel would occupy space at Douglas College as a separate and distinct entity. 2. Transfer of Responsibility - whereby Douglas College would undertake the responsibility for the present programs and personnel of the Justice Institute. 3. Transfer of Selected Components of Justice Institute Programs and Personnel - whereby Douglas College would ass1.111e responsibility for approximately two thirds of the existing operation. There is no imperative at this time that we consider a final selection of programs. However, other imperatives such as the source(s) of funding and overall government expenditure will impinge on the final decision regarding Justice Institute programs and their organizational form. • .• /2 A PRELIMINARY STUDY OF THE IMPLICATIONS OF THE TRANSFER OF JUSTICE INSTITUTE PROGRAMS TO DOUGLAS COLLEGE After considering the "landlord/tenant" scenario, we rej~ct the noticn. Our considered opinion is that without some measure of integration, potential cost savings to the province and the viability of Douglas College would be jeopardized. This position is consistent with past stances of the College regarding similar "landlord" proposals. In considering the "Transfer of responsibility" alternative, the task force identified a major potential problem. A wholesale transfer of free standing programs from the Justice Institute would result in excessive duplication which would be detrimental to both Douglas and Justice Institute programs, and distinctly lessen the possibility of establishing economies of scale. The task force considered the "transfer of selected program components and personnel" as the most reasonable alternative. For example, police, court services, fire, corrections and emergency health, could exist under the operational umbrella of Douglas College. Curriculum integration over time would be a reciprocal protess, conditioned by funding sources and contractual arrangements. There exists a clear opportunity to provide many of the specific training courses in a continuing education fonnat without creating additional administrative structures and subsequent incremental expenditures. Additionally, this option of integration would allow for the examination of the delivery of programs at alternative times in the college year, perhaps late spring and early sunmer. It further PLt:LIMINARY STUDY OF THE IMPLICATIOUS OF THE TRANSFER ~F JUSTICE INSTITUTE PROGRAMS TO DOUGLAS COLLEGE enables the exploration of pre-employment training for selected programs. Consideration might be given to the provision of the components of programs by other colleges. The question of specialized space cannot be addressed until selected programs are known. The problem of physical plant availability and utilization is obvious. The existing configuration of space and its utilization in no way entertains the establishment of a large nunber of new distinct program areas without extensive alterations to a recently canpleted facility. We estimate that up to fourteen administrative offices. twenty-one general office spaces and eighteen shared faculty offices would be required. This would be possible. However, programs transferring L.would have to fotegrate with a shared timetable of space use. In considering the financial ramifications to Douglas College ~f the transfer of selected program components and personnel alternative is chosen, the following preliminary estimates would apply. These estimates are based on the total present Justice Institute complement of programs, since those ultimately selected are not known. Functions 1, 5 and 6 will be in direct relation to the contract requirements of the Ministries of the Attorney General and Health, etc. In terms of functions 7, 8, 9 and 10, an additional $800,000 would be required (perhaps included in contract costs), plus one-time only funding for capital and moving expenses of $207,000. • •• /4 "· PRELIMINARY STUDY OF THE IMPLICATIONS OF THE TRANSFER . JUSTICE INSTITUTE PROGRAMS TO DOUGLAS COLLEGE Function 7 (Library and A/V) $195,000* . Function 8 (Admissions/Counselling) 132,000* Function 9 (Administration/Services} 180.000 Function 10 (Facilities) 195,000 Printing Costs (over all functions 1 - 10) so.coo Debt Services {leases) 18,000 $800.000 Other Costs (one time only): Operating {moving expenses) 35.000 Capital: - additional PBX equipment 87,000 - office partitioning 85,000 $207,000 * Currently, unique functions are required to service Attorney General and Health Ministries. These stills may, therefore, be changed to reflect only marginal costs to Douglas. Inherent in the preliminary estimate is the relocation of existing furniture, equipment.and Library/A.V. to Douglas College from the Justice Institute. The question remains of all expenditures being negotiated as part of the Function -1, 5 and 6 contracts. :jrh 84-02-14 THE JUSTICE INSTITUTE (Attorney General) ACCOMMODATION OPTIONS I I • • •Ill • 1984 03 20 Prepared by: W.. Robertson, Client Services R. Spear, Project Management A. Stott, Space Management PCS84/SM/Hl RECOMMENDATIONS In view of the significant economics that would be realized, it is recommended that the Ministry of the Attorney General evaluate the political implications of r .e lQcating the Justice Institute from the existing Jericho Hill site. The least cost alternative envisages a future location for the facility in a surplus institutional building, possibly at Riverview. Discussions with the Ministry of Health should be undertaken to determine the availability .of particular buildings. The viability of the suggested relocation to Riverview is totally dependent upon the Province's ability to obtain market value in a sale of a~proximatel:y one half of the existing 15.S ha (38 acre) Jericho Bill site now occupied by the Justice Institute. In view of the Ministry of Education's firm requirement for continuation of the School for the Deaf at the Jericho Bill location, the suggested alternative proposes reconstruction of the gymnasium and cafeteria on the half of the property that would be retained for this purpose. The cost ramifications of this minor reconstruction would require further discussion between the Corporation and the Ministries of the Attorney General and Education. 2. J I I • INTRODUCTION This study has been undertaken to demonstrate, under the assumption that a separate facility for the Justice Institute program in its current size continues to be required, the possible facility options available to the Ministry. The capital costs shown are of broad, order of ma9nitude accuracy and are intended to be useq as a guide to identifying the most economical solution to the Province under this assumption. Further study would be re9uired to provide firm construction estimates and land acquisition or disposal values. In the event that the Justice Institute occupies current Corporate space that could not be subdivided because of its location within a complex, and hence sold, a rent would have to be determined based on the cost of comparable accommodation and charged to the Justice Institute. It should also be noted that one of the alternatives studied,· Nurses Home I l l of Riverview, currently forms part of the Ministry of Beal th' s inventory and consequently, the rent for these premises is being paid by the Ministry. Any plans for an alternate use, therefore, would be contrary to the Ministry's present plans and would therefore require agreement from the Ministry. In addition, there are other vacant facilities in the Essondale Complex· which have not been investigated but which may offer suitable alternatives. PCS84/SM/H2 2. INTRODUCTION (cont'd) This study specifically excludes alternatives which contemplate the relocation of the School for the Deaf, in view of the Ministll of Education's firm plan to remain at the Jericho Hill s1 te. In the event that the Ministry of the Attorney General decides to pursue actively an alternate location for the Justice Institute, a separate discussion on the possibility of a sale of the total site with the Corporation and the Ministry of Health would be worthwhile. Finally, no attempt has been made to verify or seek alternatives to any of the functions, and therefore program requirements of both the School for the Deaf and the Justice Institute. ln other words, existing functions have simply been duplicated in proposed alternatives rather than their utility being questioned. For example, alternate means of providing food services and recreational facilities for the Justice Institute have not been investigated. 3. , 'j BACKGROUND The property at 4125 w. 8th Avenue, Vancouver (Jericho Hill) was, until 1979, occupied solely .by the School for the Deaf and Blind. Since 1979, the Justice Institute has occupied approximately half the property. In accordance with Ministry of Education policy, plans were formulated to subdivide the property in two portions, so that the Justice Institute, which has college status, would be able to take title to the property it occupies. The entire property, comprising 15.5 ha and several buildings, is valued in excess of $16 million. The Justice Institute, appears not to have a functional requirement for this particular site, which has amenities such as outstanding views and proximity to a beach. The current development of the property is substantially below its best economic use. In July of 1983, the Ministry of Education asked the Corporation to withhold the planned transfer of approximately half of the property to the Justice Institute. The Ministry of Attorney General, which is now responsible for the Justice Institute is currently looking at various options relating to the delivery of services by the Justice Institute. As part of these plans, the Attorney General has requested 8.C.8.C. to examine accommodation options for the Institute. The Justice Institute provides training for police, paramedics, firefighters, corrections officers, sheriffs and court :registry staff, from basic to advanced levels. It also provides evening classes to the community in justicerelated topics. Approximately 85% of the students last year were from the lower mainland. PCS84/SM/H3 3. BACKGROUND (cont'd) A summary of the program and acconunodation requirements of the Institute and the School, and details concerning the property at 412S w. 8th, are included as appendices to this report. · 4. ACCOMMODATION OPTIONS Four basic accommodation options have been ~ormulated, the estimated costs of which have been determined based on Order of Magnitude. · I I • A. Relocate the Justice Institute to the former Motor Vehicle Testing Station at 470S Wayburne, Burnaby. B. Relocate the Justice Institute to the Riverview complex. c. Relocate the Justice Surrey or Richmond. D. Retain the Justice Institute at Jericho Hill. A. Relocate the Justice Institute to 4705 Wayburne, Burnaby A.l Institute to new Premises in Description Under this alternative, the new accommodation for the Justice Institute would be the former Motor Vehicle Inspection Station property at 4 705 Wayburne, Burnaby. This location is adjacent to the B.C.I.T. campus on Willingdon Avenue. I I The existing inspection station buildings would be substantially altered and added to, to suit the Jnstitute's requirements. Residential accommodation nearby would also be provided. The Justice Institute' s current portion of the property at 4125 w. 8th, Vancouver would be sold once the Institute had vacated it. This sale would require a subdivision, and provision of replacement cafeteria and gymnasium facilities for the School for the Deaf. Also, since the School would be remaining at 4125 W. 8th, the improvements already identified as required at that site for the School's other buildings would be carried out as part of this alternative. PCS84/SM/B4 4. ACCOMMODATION OPTIONS A.2 Advantages Disposal of surplus property at 4125 w. approximately valued at $8 million. 8th, Provision of a location to the Justice Institute with total travel time for students similar to that now experienced at Jericho. Provision to the Justice Institute of a location adjacent to the academic infastructure of the Willingdon complex, thus encouraging joint use of facilities. Property adjacent to 4705 Wayburne, now owned by I .c.s.c., could provide for future expansion of the Justice Institute if necessary. A.3 Estimated Costs The following are the estimated capital costs associated with the projects to be carried out and the assets to be allocated under this alternative. CAPITAL COST ($) ~ Construction at 4125 w. 8th - Upgrading Existing Buildings including provision of Cafeteria - Replaceme·n t of Gym Property to be Occupied by the Justice Institute at 4705 Wayburne Construction at 4705 Wayburne Provision of Dormitories I I TOTAL B. $ 1,820,000 500,000 $ $ 3,000,000 $ 1,755,000 500,000 $ $ 7!575,000 Justice Institute to 500 Lougheed, Coquitlam. B.l Descripti~n The new accommodation for the Justice Institute could be the former Nurses Home 11 at 500 Lougheed, Coquitlam, or other suitable buildings within the Riverview complex. The buildings used would be altered as required to suit the Institute' s requirements. Residential accommodation would be provided on site. PCS84/SM/HS ---·-~----- _ _ _,._ _ _ ,c .__....... ._ •• ~COMMODATION ti. OPTIONS Justice Institute to 500 Lougheed, Coguitlam. B.l Description (cont'd) The Justice Institute' s current portion of the property at 4125 w. . 8th, Vancouver would be sold once the Institute had vacated it. This sale would require a subdivision, and ·provision of replacement cafeteria and gymnasium facilities for the School for the Deaf. Also, since the school would be remaining at 4125 w. 8th, the improvements already identified as required at that site for the School's other buildings would be carried out as part of this alternative. B.2 Advantages Disposal of surplus property at 4125 w. approximately valued at $8 million. 8th, Provision to the Justice Institute of a location in the Lower Mainland. Provision to the Justice Institute of a location already within B.C.B.C.'s portfolio, which it would. be difficult to dispose of separately from the rest of the complex in which it is found. B.3 Estimated Costs The following are the estimated capital costs associated with the projects to be carried out and the assets to be allocated under this alternative. !ll!1 Construction at 4125 w. 8th - Upgrading Existing Buildings including provision of Cafeteria - Replacement of Gym Property to be Occupied by the Justice Institute at 500 Coquitlam Construction at 500 Coquitlam ' • TOTAL PCS84/SM/B6 CAPITAL COST ($) $ 1,820,000 $ 500,000 $ $ 600,000 780,000 $ 3,700,000 4. ACCOMMODATION OPTIONS c. Justice Institute to Acquire Premises in Surrey or Richmond C.l Description The new accommodation for the Justice Institute would be in premises acquired or constructed by B.C.B.C. in Surrey or Richmond. The Justice Institute' s current portion of the property at 4125 w. 8th, Vancouver would be sold once the Institute had vacated it. This sale would require a subdivision, and provision of replacement cafeteria and gymnasium facilities for the School for the Deaf. Also, since the School would be remaining at 4125 w. 8th, the improvements already identified as .r equired at that site for the School's other buildings would be carried out as part of this alternative. C.2 Advantages Disposal of surplus property at 4125 w. approximately valued at $8 million. 8th, Provision of a location to the Justice Institute with total travel time for students similar to that now experienced at Jericho. C.3 Estimated Costs The following are the estimated capital costs associated with the projects to be carried out and the assets to be allocated under this alternative. !Ifil1 • • PCS84/SM/H7 CAPITAL COST ($) Construction at 4125 w. 8th - Upgrading Existing Buildings including provision of cafeteria - Replacement of Gym Property to be Occupied by the Justice Institute in surrey/ Richmond Construction in Surrey/Richmond $ TOTAL $11,070,000 $ 1,820,000 500,000 $ 1,600,000 $ 7,150,000 I I - 4. 0 - ACCOMMODATION OPTIONS D. Justice Institute Remains at Jericho Hill D.l Description The Justice Institute would remain, under this alternative, at 4125 W. 8th. The property would be subdivided, to allow the Justice Institute to take ownership of its portion. I I I I For this alternative to be comparable to the others, costs have been included for the upgrading of facilities for both the Justice Institute and the School for the Deaf. D.2 I ~ D.3 I I ....- I 1. Disruption of the operations of both establishments would be minimized, through retention of current locations. , 2. Negative political reaction to the pursuit of more economic uses for the land now occupied by the Justice Institute would be avoided. Estimated Costs The following are the estimated capital costs associated with the projects to be carried out and the assets to be allocated under this alternative. I I I I Advantages s. JTEM CAPITAL COST ($) Property to be occupied by the Justice Institute at 412SW. 8th Upgrading Existing Buildings $ 8,000,000 $ 1,695,000 TOTAL $ 9,695,000 COMPARISON OF ALTERNATIVES Table 1 summarizes the capital costs of the accommodation options. This table shows that retention of the Justice Institute at 4125 West 8th is one of the more expensive alternatives for goverrunent. Although relocating these establishments would cause undesirable disruption to them, the result would be accommodation of their operations in more appropriately designed and laid-out facilities than at present, at a considerably smaller net investment. At a time when both establishments req'llire upgrading to their current facilities, such a move certainly bears consideration . PCS84/SM/HB ~ COMPARISON OF ALTERNATIVES (cont'd) Under the most favourable alternative, B, there would be a net saving of capital by Government of some $6. 7 million over the current situation. Alternatives A and B involve relocating the Justice Institute to other properties held by B.C.B.C. which are currently vacant. In the case of 4705 Wayburne, it would be possible for the Corporation to either sell or redeploy the property if it were not so used. However, the building at 500 Lougheed proposed for use is .in the centre of a large holding, and could not readily be separated for sale. It is therefore particularly desirable to use this property, either for the Justice Institute or for the training school currently planned by the Ministry of Health, as otherwise it is likely to remain vacant for some time. The alternatives in ~tions A, B, and C all involve the spending of $2.3 million on works at 4125 W. 8th. These include replacing facilities which already exist on the site but which will be part of the property sold owing to their location, and upgrading currently obsolete facilities. This capital expenditure would be saved if the facility were relocated, and forms part of the economic advantage of options A or B. • PCS84/SM/H9 . JUSTICE INSTITUTE 83-3-20 CAPITAL COSTS OF ACCOMMODATION OPTIONS <1984 S> ------- ----- -- ------------\ Options '' Prop•rty e. A. \ '\ ----~-- -------- c. D. Move to Move to Rem•in at 4705 W•yburne Move ta Surrey/ Loughe•d Richmond W. Btn soo 4125 ---------------: 4125 W. 8th I ----------- ----------- ----------- -----------l -Justic• Institute 1. I -Property -Construction B,000,000 590,000 -D••f School -Construction -Upgr•de -New Gym 1,e20,ooo 500,000 -Property I -Conatruction I 4705 W•yburne -Property -Construction -Dormitori•s Acqui•ition I I I ~ -Land -Constr"uction I I l I I ' 1,e20,ooo 500,000 1,e20,ooo soo,ooo 1,105,000 600,000 780,000 3,ooo,ooo 1,755,000 soo,ooo I I I I 1,600,000 7,150,000 I I _______________ , ----------- ----------- ----------- ------------ Total Capital 7,S75,000 3,700,000 11,070,000 lncr"ement ov•r Lowest Cost :s,a1s,ooo 0 7,370,000 s,,9s,ooo ----------------------------------------------------------------- '1 iusna llSTJME CAttor111r lt11tr1l t IQ TIE ICHOOL FGI 111£ DEAF (£d1tati11I 1 : 14·3·16 1USTJCE llSTIME N06RAft/llPTUll taftPARlSOll SUllftARY - - - I ••••• - - - - - Pr11r11 1t,uir11111t1 I lilts hscrl,ti111 Mtr I --· ••• - · \ a,u1111 I 2. I S. \ I I. I , ............... , 4705 I I I SOO I lurr1y/ II lay•urnt I lov9h11d I Richtond lrta I Ana 112 11 Ar11 112 I Art1 C12 l Ana Ct2 Cl2/a1itt I 111•111 II rtnl,.ltll r1nt1bl1ll rtnt1~l1I ---------------------:---- - - - -·-··-··-··---· ----11----1---;------l. ~1ini1tr1ti111 and Strvict I I I ltah 1.1. kitcb1n and Caf1l1ria 1.2. Staff, Gp111 lr11 l.S. Slaff, EntlD11d lr11 I EapJDyHI 2. Ttachint and Trai1i111 ltdDor 2.l. Cla11roo11 (2S 1lud1nt11 2.2. tla11roo11 115 1tud1nt1I 2.s. Jndoor Traini111 Rooa 2.4. llitht Lifti19 Rooa 'I I 2.5. l.Dckln and Sh111ttr1 2.6. l1ctur1 11111 2.7. Firt Ar11 Ran11 2.7. u•rary 2.8. lltdia Ctntr1 2.5 250 II 240 I 250 I '° 600 II 600 II It II 250 I 270 I 550 I '40 I I I IODll 6 6 I I I 160 16 I I Stations I IO.O 50 ltah : 100 I EapJoyH1 I I I I I .... II ll 12.0 H IO.O so.o l.S S9.0 100.0 100.0 r I I 11 • 200.0• I I I ~ I l " 480 l 160 250 90 70 250 0 90 II 500 II ZOO 11 IO II SO II 240 II 624 11 100 II 100 II II r I • 250 I JOO 90 '° '° u •1 I l 120 I 320 I 50 I II 2.9. lrill Itel 2.10. Pl1yi11 Fitld 11d Tract 2.11. Outdoor Firin1 Ran11 2.12. Gptn lpac1 for Si111l1tion 2.13. lur1 Sitt far Fir1 Training I I l l I JOO I I 2.14. ParU19 2.15. lriwtr Jrai1ln1 lint• 2.16. Sti•l•t PIDl 1000.0 S,000 II s,ooo 6400.0 61400 II ICIT 1,000 6,400 111111 111111 II 1111 1111 ' 2000.0 2,000 II tttttt II ttHll ...... ...... 25.0 S. lt1i dnti al J.I. llt1Ji•t Act1111datian zo.o IHI 7,500 1111 Hit ttll ttt111 II tit l'land1 Hit IOO _.....,......_ II II ti IOO II II 7,500 900 • I II 4,144 11 -------------· ______ ___. ttll ildicat11 1 r1q1tr1H1tl to •• 11t lff1U1 ..__.,.. . . ? 7,500 II IHlll II -·-·· ······-----------1 -----1 ..........., - - - - --II-··· II lot1J Itta Cl2 ..,. .. , lllrl-.,, 111•11 ta r111t1•11, t SOl Total Itta ll2 r111ta•l1J .... .... ... ... ? 1,243 II 5,Sl7 11 J,040 4,260 : 5,S87 ··-------~.---------------------.----- a. ea au .. 4 i.~•- y ~Tiet llSTJTUT£ cau...., llntr1U Ill TIE ICllDOL Fii Tll KAF Chucatl•I IClllll FDR TIE U ICCOlllODATIGll UIUJUITS SUllMRY ------- a•••••••----- I lrH Cl2 l I rt1lalll1)' ·------•-,--- I• ..,i1l1tr1ti11 1111 llrwict I.I. Faod ltrwlct1 1.2. Staff 1.s. lllaltll llrric11 2. T1acllin1 and Tr111111 2.1. tla1sroon U70 1tad111ll> 2.2. lylftlliUI s,ooo 560 J. lnidtnUal -------------····-·1------·· fatal 7,500 I ·---------,--------- 14·J·U I: I ,...... . ...... ..... , ~,,· . : . )· ~~, w . l• ,..... . -. ~ I ,.. .., ·-·......... - .:"' Q.arl :t -::~- --~l I .... I I I I I I I t ~ I ..., I I ·--------..... - - - ..! tl25 w. Ith Avenue 8ld9. tfo. luildin9 Name Area occupant. 1 •lake Hall bcreat.ion Unit. Tyler a11Udin9 McDonald Rall Cafeteria ' lnfiraary CreenhoU11e• Fol"lller leat.int Plant. Lawrence Ball ZquiPNnt. 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I r..-; - ~~SRM.6 " ·• 1:1 .. . • 'I a ~1 ... II __ l.tQD"' '-•a-:.~~ "'1ot/ c.~ l,jOD ~ RN.? IQAS~ Riii\ 10 i.-.- ·--- ~1 ~ ~ ~· l26w\ to ~~,, ~~ &4Qg; 5. ~RMl';a.. ~ r.co; CL."6& eM - ~lt1 4 ~r W:io~ ~Set ~TAFP s. ~- &:Jo~ icc{l R.""" :::t. 5"TUoee..Jr Q.A,.~ IEA4 &-Cl •%.I~ '°=>f' c::ut.$5. RIP..\ I -- - ~ 'It I - 2!ir:io~ A\JOf"TOR.IUtJ\ . lllbll 1111011 -- : • - Rc:c>F- • • • • I POSITION PAPER RE ALTERNATIVES FOR THE JUSTICE INSTITUTE OF B.C. The decision of Cabinet to discontinue the existence of the Justice Institute and transfer the existing Academies to Douglas College has been predicated on the argument that it will save the Ministry of Education and therefore, the Prcvincial Treasury, $2,100,000.00 in fiscal 1984-85, and reduce public expenditures on justice and public safety training in future years by an equivalent amount. The following documentation has been prepared to challenge the accuracy of this proposition, raise significant issues that may not have been considered prior to the decision and propose a number of alternatives for consideration that more realistically meet the restraint objectives of Government. 1. THE ECONOMIC ISSUES: A. Th~ termination of the Justice Institute on 31 March, 1984 will involve considerable expense that will be borne within fiscal 1984-85. These are detailed in Appendix 1 and total $825,000. B. When the Justice Institute was established in 1978, it was a specific restraint initiative of the Provincial Government. Prior to that time, Government responsibilities for justice and public safety training were fragmented into a number of in-house training centres that duplicated resources and under-utilized nanpower. The initial man- date of the Institute was to integrate these autonomous training centres into a coordinated, cost-efficient and effective central agency. While this objective has been achieved for the Ministry of Attorney-General and the Ministry of Health, the potential to expand the effective •• 2 - 2 - ness of the model to encompass the manpower training responsibilities of other Ministries of Government has not been pursued. Specifically, the training needs of the Ministry of Human Resources and the Public Service Commission can be accommodated within the existing infrastructure of the Institute with the potential of con s iderably increasing the cost-effectiveness of the training obligations of Government. Since 1978, the Provincial Government has expended $1,851,190 to develop the campus at Jericho Hill, to accommodate the training requirements of Police, Courts, Corrections, Land Titles, Fire and Ambulance personnel. If the Institute is terminated, this investment may well be lost. In addition, a considerable sum will be required to relocate and develop alternate training facilities for the core Academies that will continue, presumably at Douglas College. \f\ppendix II provides a detailed breakdown of the public funds expended. If the campus and support services at Jericho Hill are abandoned, a sizeable expenditure will be required at Douglas College to accommodate the specialized training needs of the existing Academies. If these support services are not provided, it is conceivable that ministries of Government may withdraw their training Academies and re-establish them within the Public Service. This potential to fra~ment Government tra1ning responsibilities into a variety of training centres within the Public Service will eventually lead, once again, to duplication, the under-utilization of personnel, the growth of independent bureaucracies and subsequently, hiF,her costs to Government. ario The avoidance of this scen- is exactly why the Justice Institute was establish- ed in 1978. While the Ministry of Education may e~cape ••• 3 - 3 - its present obligation to fund the infrastructure of the Institute,the long term costs to other ministries of Government will be substantially increased. In addition, the Jericho Hill campus will remain a financial obligation to Government since the food services building, campus, gymnasium and pool are shared with the Jericho Hill School for the Deaf and will continue to be required. The annual cost of maintaining the Jericho campus is $488,000. This is included in the proposed saving of $2,100,000. C. Over the past five years, the Institute has, through its infrastructure, provided justice and publi c safety training to other Governments, ministries of Government and private agencies that has resulted in the generation of income that has decreased public expenditure in the e~isting Academies. This ability of the Institute to generate income from private and other public sources and to subsidize Govern~ent training initiatives will be lost if the Institute ceases to exist. During fiscal 1982-83, the Institute generated $250,000.00 that was utilized to decrease training costs to the Ministries of Attorney-General and Health in fiscal 1983-84. 2. THE TRAINING AND EDUCATIONAL ISSUES: A. Appendix III details the approved provincial and local programs - Academic, Career Technical and Vocational of the Ministry of Education. This list represents prog- rams that are funded totally, or in part, through provincial grants to the colleges and institutes of the Province. .. .4 - 4 It is attached here to domonstrate the type and nature of programing that has been approved for support from provincial revenues. The intention is not to judge the merits of some of the approved programs, but to raise the comparative question concerning Police, Fire, Corrections, Ambulance and Court Services training and some that appear on the list as provincial priorities. (Welding, Food Services, Cooking, Barbering, Hairdressing, Music Therapy) Are these more important and deserving of continued provincial support for specialized facilities and operating grants during a period of restraint than justice and public safety programs? B. A number of the larger colleges in the Lower Mainland have hundreds of students enrolled in Criminal Justice programs. The expectations of these students for employment upon graduation is most grim, yet they continue to pursue educational objectives that will not materialize in employment for all. Since the Justice Institute has a primary interface with all the potential justice and public safety employers in the Province, the transfer of these programs to the Institute would substantially reduce intake and match training with job opportunities. By so doing, considerable savings could accrue to the Ministry of Education by not educating and training individuals for positions that do not and will not exist in the future. for real economi~s The potential in this area is substantial and could be achieved without any addition to the infrastructure of the Institute. Since the Justice Institute acquires most of 1ts faculty through the secondement model, there are no restrictions ••• 5 - 5 on teaching loads or class size . Thi1 translates into being able to do more for less. allows for increasing or In addition, the model decr~asing staff on a project basis and is far more flexible than having a larhe, permanently ~mployed staff. The termination of the Justice Institute does not compliment the restraint objectives of Government. While it may on the sur- fac e appear to save the Ministry of Education the cost ~f providing the infrastructure and services of the Institute, the long term implications will increase training costs to other ministries of Government, establish the potential for increases in the size of the Public Service (more staff development and training personnel), and create opportunities for the duplication and ineffective use of 1esources. On the other hand, by maintaining the Justice Institute and allowing it to mature into the roles identified above, it can continue to play a major supporting role in the achievement of th e restraint objectives of Government in which long term, real and lasting economies will be realized. By providing a central facility to meet the training objectives of three major Ministries of Government (Attorney-General, Health, Human Resources) and the Public Service Commission, further staffing reductions may be possible within the Government service. By rationalizing all the Criminal Justice programs now operating within the Lower Mainland with the potential job market, substantial training cost reductions could accrue to the Ministry of Education. In addition, the opportunity to generate income from sources other than provincial revenues will continue to al l ow the Institute to reduce the cost of training to its primary clients - the Ministries of the Provincial Government. - 6 - SUMMARY OF ALTERNATIVES 1. Close the Justice Institute and transfer the existing Academies to Douglas College. Major Implications? (a) Once all close out costs are dis - charged, there may be a saving of approximately $1,000,000 in fiscal 1984-85; (b) Lack of adequate facilities at Douglas College may lead to fragmentation of the Academy structure and result in duplication of resources and event ually increased costs to Government; (c) The capital investment in the Jericho campus may be lost ($1,851,190); (d) Additional continuing costs to maintain an under-utilized campus for the Jericho Hill School for th e De af will be required ($277,000); (e) The potential to generate income from other sources will be lost ($250,000 in fiscal 1982-83); (f) Incremental costs to Douglas College will be required to accommodate specialized facilities requir ements, instructional support, program development, library services, media services and general administration. 2. Maintain the Justice Institute as a post secondary instit ution under the College and Institute Act within the Ministry of Education and expand the mandate to encompass the training requirements and obligations of Government within the Human Resources Ministry and off ice of the Provincial Secretary. Major Implications: (a) No increase in the basic support for the infrastructure and service component from the Ministrv of Education ($2,100,000); (b) Long term cost efficiencies by ••• 7 - 7 - meeting Government training and re-training obligations within a coordinated, central, and specific purpose institution; (c) Maximizes the use of the existing space at Jericho Hill and optimizes the capital investment to date ($1,851,190); (d) Maintains the potential of the Institute to generate income from other sources to subsidize the training obligations of the Ministries of Government (Attorney-General, Health, Human Resources and Provincial Secretary) ($250,000 - 1982/83). 3. Maintain the Justice Institute as a post secondary institution under the College and Institute Act by transferring responsibility to the Ministry of Attorney-General and modifying the mandate to encompass primarily the training obligations of the Attorney-General (Appendix IV). Major Implications: (a) Decreases the basic support for the infrastructure and services of the Institute from $2,100,000 to $1,500,000; (b) Provides long term cost effectiveness in achieving the training obligations of the Ministry of Attorney-General; (c) Maintains the pot~ntial of the Institute to generate income from other sources to subsidize the training obligations of the Attorney-General (i.e. Ministry of Health, Ministry of Human Resources, Private Security, Legal Services Commission and other justice related agencies; (d) Maximizes the use of the existing space at Jericho Hill and optimizes the capital investment. GBK/gm 84-01-09 COSTS TO THE MINISTRY OF EDUCATION IN FISCAL 1984-85 IF THE JUSTICE INSTITUTE IS TERMINATED 1. 2. Severance paym~nts to employees (Collective Agreements - terms and conditions of employment) $538,000 Operation and Maintenance of Buildings ~ssumine: (a) Blake and Lawrence Halls are closed; (b) Gymnasium and Cafeteria buildings continue to be maintained for the sole use of the Jericho Hill School for the Deaf. $277,000 Note: While the buildings are shared by the Justice Institute and Jericho Hill School for the Deaf, all operating costs are contained with the Justice Institute budget.) 3. Other: Staff for paying accounts, attending to asset disposition, completing financial statements, etc., 1983-84 audit fee $ 10,000 TOTAL CLOSE OUT COST TO MINISTRY OF EDUCATION .•.... $825,000 Note: GIK/gm This analysis does not include any incremental costs to Douglas College associated with the moving of the Academies. If the Institute is closed the cost of instructional support for the Academies for physical facilities, program development, library, media services, general administration, purchasing, budgeting, accounting and personnel must be found in some other budget area. JUSTICE lNSTITVT! OF BRITISH COLUMBIA APPENDIX II PUBLIC FUNDS EXPENDED 1978-83 TO DEVELOP THE JERICHO BILL CAMPUS FOR JUSTICE AID PUBLIC SAFETY TRAINifiG 1. Phase I Auditorium and lmprove•ent• in Blake Hall Improvements Prof e&sional Fees $ 523,296 58,269 In addition, the interest on a debenture has cost Victoria to date 2. $ 581,565 $ 186,236 $ 868,653 S 140,696 5 767,801 Phase II Renovations to Blake and L~wrence Halls including landscaping and parking Blake Hall Lawrence Hall Parking and Road~ay Landscaping Professional Fees $ $ $ $ 262,622 $ 62,784 310,183 204,698 28,366 In addition, the interest on a debenture has cost Victoria to date 3. Firearms Building Professional Fees 4. $ 1,968 $ 22,1:?0 Gymnasium Professional Fees 5. Sl,009,3~9 fire Services (Lottery Fund) Van and Equipment Word Proceasor $ $ 36,269 13,683 ...... . . .. .... . .. .. .. . .... • • • ..... - .P""'t II (continued) JUSTICE t'NSTITUTE OF BRITISH COLUMBIA PUBLIC FUNDS EXPENDED FOR FURNITURE AND !QUfPMENT Ministry of Education •Other ~ 1978/79 $92,567 $108,706 $201,273 1979/80 61,157 174,S34 235,691 1980/81 43,522 111,689 155,211 1981/82 46,224 71,118 117,342 1982/83 Sl,846 67,961 119,807 TOTALS $295,316 $534,008 $829,324 * Ministries of Attorney-General and Health ..... rw 5 - APPENDIX III PlOVIRClAL AND LOCAL PllOGllAMS ACADEMIC, CARI!Jl/TECRNICAL ARD VOCATIONAL December 21, 1983 PDC PROGRAM 1100 Horticultural Core 1110 Horticulture 1111 Biological Science 1121 Agriculture 1131 Ani .. l Health Technology 1141 Practical Horticulture t USl rarrier 11S2 Aquaculture 1210 Forest Resources Tech. 1212 Vildland Recreation 1213 Forest Crevperson 1222 Chok.erman 1241 Forest Products Tech. 1243 Savf it /File 1261 Log Scaler 1311 Natural Gas 6 Petrol. Tech. 1312 Mining Tech. 1313 Cheaical Science 1321 Mineral Exploration -:IJJ3 Dla•acl Driller 1410 Fiaheries Tech. 1420 Skipper/Watchkeeper 1421 llautical 1440 M.!.D. • 1;r~44Z •rlee rtreflahUng --;.. 1511 ATiation ~ 1m 9rl•et· Training ps11 Tad Drl•er 2000 TIAC 2100 Applied Technology 2111 Ciwil and Struct. Eng. - TYPE PRIOlltTY VO L L p CT CT VO CT VO VO VO CT CT VO VO CT VO VO CT CT CT L L L . L p p p p L p p L p p p VO p VO L L p p p CT VO VO VO VO CT VO t•p L VO "p VO p VO L CT p - 2 - -- ACADtMIC/T!CRNICAL AND VOCATIONAL PDC PROGRAM 2112 Suney Tech. 2121 Drafting 2122 Computer Aided Drafting 2131 Marine Engineering 2132 Pover Engineering 2133 Engineering Proceas .t 2141 Vaatevater Hauge. 2143 Energy Tech. 2210 Electronics 2221 Electron. Technician 2222 Radio/TV 2230 Computer Electronics 2231 Computer Maintenance 2241 Indus. Instr. 2251 Electrical 2253 Elec. Motor 2254 Comp. Electro·n. 2311 Mechanical Engineering 2321 Autobody 2322 Auto Mech. 2323 Dietel Mech. 2324 Gen. Mech. 2325 Heavy Duty Mech. 2327 Air Brakes 2328 Tire lepair 2341 K11lvr1ght 2351 Appliance Repair 2353 Karine Engine 2356 lu1inea1 Systems llepair 2358 aef rigeratton · 2359 Small Engine 2371 Aircraft Mechanic 2373 Aircraft Sheet Metal r nPE PRIOJtITY er p VO p er p VO VO VO VO er er VO VO VO VO VO VO \10 VO er VO VO VO VO VO VO VO VO VO VO VO VO VO VO VO p p . f• p p p p p L p p p p L p p p p p p p L L p L p L L L p p - 3 - ACADEMIC/T!CRNICAL AND VOCATIONAL nPE Pit ORI TY 1411 VeHiag VO ,.,. 2421 Machinht 2431 lo!lerulter 2432 Ironworker 2433 Steel Feb. 2510 Coo1truction 2531 lenchvork/Join 2532 Carpentry 2541 Plumb/Steam 2542 Gas Fitter 2543 Sprinkler 2551 Masonry VO VO VO VO PDC ' PROGRAM :assJ DrJv•ll !. 2554 Ploor 2S.55 Clazter /.557 Paint/Dec. I 2558 loofer 2559 Sheet Met. 3120 Accounting 3130 luaiue11 Administration 3131 Admini1trati•e Management 3132 Operations Management 3141 Per1onnel Management 3152 Urban Plan Tech. 3160 Marketing 3161 Marketing 3170 Plnanclal Management 3171 lealt7 Appraiaal 3190 lecreatlon Facility Manageaent 3191 Paruaan 3195 letall Sales 3210 lu1ine11 Office Training 3221 Accounting CT VO VO VO VO VO VO VO VO VO VO VO ' p p p p p p p p L p p ·p p p p p p VO CT CT L VO L CT L VO L L L L L L L CT CT VO CT CT er VO VO VO VO L L L p L - 4 - ACADEMlC/T!CRNICAL AND VOCATIONAL -PDC Pit.OCR.AM 3223 Teller 3233 Medical Office Training 3234 Medical Records 3242 Legal Steno 3251 Word Processing 3252 lt.eypunch Entry 3310 Communications (Media) 3311 Journal11111 3312 Broadcast 3313 Video Text 3314 Video Equipment Technician 3315 Broadcast Engineer 3330 Photography 3332 Photography 3340 Communication Arts 3341 Print Production 3342 Commercial Graphic Art 3410 Hotel Administration 3420 Hospitality 3422 Hospitality 3424 Travel 3425 Waiter/Waitress 3426 Bartender 1441 food Senlces ~42'r.o0ttag 3443 Chine1e Cooking .... letlng ~4S lleet Proceooia1 61 •rllierlq a.J462 lair•teH1q _.,481 Building Service Work.er 3484 Power Sewing 3485 Shoe aepair 34.86 Upholatery 3510 Computer Systems 3521 Computer 4111 Crla1nal Ju1tice 4114 Court leporter nPE ftlORtn VO VO VO VO VO VO L L L er CT CT VO VO ct CT VO CT VO VO CT VO VO L L L L L p L L L L L L p L L L L VO VO VO L L er 'y VO VO VO VO VO VO VO VO L ., L ~ ;y l' . p L CT L L L p VO L CT CT L VO VO r - sACADEMIC/T!CRNICAL Ah"l> VOCATIONAL · PDC PllOGRAM 4115 i.aal Aa1i•tant 4111 fire Science 4140 Social Service Worker 4141 Buman Service Worker 4144 Child Care Aide 4145 Mental Retardation Worker 4160 Recreation 4161 Recreation 4210 RN Nursing 4220 P1ychiatrlc lur1ing 4230 Post lasic Jlur1ing 4231 Post Dipl. llur11ng 4241 IM llef resher 4243 IH/RPN Access 4250 Practical llur1e 4260 Long Term Care 4280 Homemaker 4281 Nanny Training 4310 K&a11c Therapy 4313 Therapy Recreation 4314 Pro1thetlc1 and Orthotlcs 4321 Dental As1i1tant 4324 Dental Tech./Hech. 4330 Cardio Pulmonary Prof. 4331 Nuclear Medicine 4332 Medical l.adloaraphy 4333 Med. Lab. Tech. 4334 lle1plratory Tech. 4335 Sonography 4336 lioaed. !lectrontc1 4341 Pharaacy Aa1i1tant 43Sl Health llecord Tech. 4352 Health Record Admin. 4353 lndu1trial Fir1t Aid 43SS lloapltal Unit .A81i1tant 43S7 Occupational lealth 4363 Zn•lroaaental lealth - T'fPE PR.lORln CT CT CT p VO VO VO CT VO CT CT VO CT VO CT L p L L L L L p p p p p ' VO VO VO VO ' CT p VO p p CT VO VO CT CT p L L p p p p CT CT p p p p p VO L CT p p CT CT CT CT VO VO L p CT p CT p - 6 - ACADEMIC/TECHNICAL AND VOCATIONAL PDC PROGRAM 4411 Early Childhood Education 4413 Teacher Aasi1tant 4430 LibraTy Technician 5110 Visual Arts 5111 Art in Merchandising 5115 Graphic Design 5121 nteatre Arts 5124 Music 5125 Musical Instrument Repair 5171 Crafts 5550 Applied Science Tech. 5561 Science Lab Tech. 5610 Writing Diploma 5620 Communications 5700 University Transfer 6100 College Prepa;atory 6111 E.L.t. 6121 BTSO 6122 Pre-Tech. Training 6123 BEST/BJRT 6131 Orientation 6133 Employment Assessment 6140 Programs for Handic ~ pped 9800 Part-time Vocational 90 ·unspecified Programs· TYPE PRIORITY CT VO CT CT CT p er L L L L L L L L L L L L L OT L CP L p VO CT CT VO VO CT CT CT AB AB AB AB AB AB AB VO CT L L L L L p L L APPENDIX IV FEASIBILITY ANALYSIS OF JUSTICE INSTITUTE OPERATING ALTERNATIVE NUMBER 2 Cost in fiscal 1984-85 if Justice Institute continues to operate under the Ministry of Attorney-General 1.1 Revised 1984-85 Net Budget Function (1) Program Development Community Programs Educational Services Administration $243,000 (7) Library/Media Centre $268,000 (8) Student Support (9) Administrative Support $589,000 Facilities Support $362,000 (10) NET COST • • • • • • . • • • • . • • . • • $1,462,000 )