Guidance To The Staff and Line Institutions On The Operation of The Professional Development System (2011)

Version 34 15 February 2011
THE CANADIAN FORCES PROFESSIONAL

DEVELOPMENT SYSTEM DOCUMENT
Guidance to the Staff and Line Institutions on the

operation of the
Professional Development System
The Professional Development Systems Document
Foreword
Introduction This document describes and establishes the framework for the planning and
conduct of the Professional Development (PD) of Canadian Forces (CF).
The CF Professional Development System (CFPDS) is the product of an
evolutionary process extending over many years. This system is responsible
for the PD of CF members.
This document is issued on authority of the Commander Canadian Defence

Academy (CDA).
This document is effective on receipt.
Suggestions for changes shall be forwarded through normal channels to

Canadian Defence Academy, Attention Chief of Staff Strategic Training and
Education Programmes (COS STEP); E mail CDA.STEP@forces.gc.ca
The procedures contained within this document and all subordinate

procedures related to PD will conform to the policies contained within the
DAOD 5031-8 on professional development. Further, these policies are to be
applied as guidelines for future planning. They are intended to be dynamic
and responsive to change and will be amended, as necessary, in accordance
with the respective recommendations of the Professional Development
Council (PDC) and the Commander of the CDA.
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Preface
Aim The aim of this document is to convey the essential common elements of the
CFPDS.
Scope The scope of this publication is outlined as follow:
Chapter 1 – The CF Professional Development System (CFPDS). This

chapter describes the linkage between the CF theoretical/doctrinal foundation
and the CFPDS. The chapter covers the strategic guidance, guiding principle
and objectives for CF PD. It explains the foundation upon which it is based.
Chapter 2 – Professional Development Governance. This chapter

describes the linkage between the various organizational levels, PD
committees and the CFPDS. The chapter covers the instruments that are used
to develop PD pan-CF.
Chapter 3 – Principal Professional Development Institutions. This chapter

describes the PD Institutions and Training Establishments (TEs) that are
responsible to deliver PD.
Chapter 4 – Professional Development and Career. This chapter describes

the Officer/NCM PD, the Developmental Periods (DPs), and the training/
education throughout a CF member’s career. It identifies the milestones that
are required to progress to the next DP.
Chapter 5- Professional Development Administration and

Responsibilities. This chapter describes the various PD delivery mechanisms
and the associated support structure for CF members
Application This publication has been written for use by Officers and Non-Commissioned
Members (NCMs) to contribute to a common understanding of the CFPDS.
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Table of Contents
Foreword ............................................................................................................................. 2
Preface................................................................................................................................. 3
Aim ................................................................................................................................. 3
Scope ............................................................................................................................... 3
Application...................................................................................................................... 3
CHAPTER ONE ............................................................................................................................. 8
The CF Professional Development System (CFPDS) .................................................................... 8
Definition ........................................................................................................................ 8
The Purpose .................................................................................................................... 8
Strategic Guidance .............................................................................................................. 8
Theoretical Foundation ................................................................................................... 8
Defence Strategy 2020 .................................................................................................... 8
Officership 2020 ............................................................................................................. 9
NCM Corps 2020 ............................................................................................................ 9
Canadian Military Doctrine CFJP 01.............................................................................. 9
Duty with Honour ......................................................................................................... 10
Conceptual Foundations................................................................................................ 10
Leadership Doctrine ...................................................................................................... 10
Leading People.............................................................................................................. 10
Leading the Institution .................................................................................................. 11
Guiding Principles ............................................................................................................ 11
Guiding Principles ........................................................................................................ 11
Objectives ......................................................................................................................... 11
Objectives ..................................................................................................................... 11
Objectives (Cont.) ......................................................................................................... 12
Foundation ........................................................................................................................ 12
Foundation .................................................................................................................... 12
The Four Pillars of Professional Development ................................................................. 13
The Four Pillars of Professional Development ............................................................. 13
Policy Framework ............................................................................................................. 13
Policy Framework ......................................................................................................... 13
DP Structure ...................................................................................................................... 14
DP Structure .................................................................................................................. 14
The Canadian Forces Professional Development System ................................................ 14
Figure 1 ......................................................................................................................... 14
Canadian Military Professional Ideology ......................................................................... 15
Canadian Military Professional Ideology ..................................................................... 15
The General System of War and Conflict ..................................................................... 15
Canadian Military Ethos ............................................................................................... 15
Leader Development Framework ..................................................................................... 16
LDF ............................................................................................................................... 16
Figure 2 ......................................................................................................................... 17
Officer and NCM General Specifications (OGS & NCMGS) .......................................... 18
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Officer and NCM General Specifications ..................................................................... 18
The Professional Body of Knowledge .......................................................................... 19
CHAPTER TWO .......................................................................................................................... 20
Professional Development Governance ........................................................................................ 20
CFPDS Governance .......................................................................................................... 20
CFPDS Governance ...................................................................................................... 20
CFPDS Governance (Cont.).......................................................................................... 21
Figure 3 ......................................................................................................................... 21
AFC ............................................................................................................................... 22
CF Professional Development Council (PDC) ................................................................. 22
Figure 4 ......................................................................................................................... 23
The Individual Training and Education (IT&E) Committee ............................................ 24
The IT&E Committee ................................................................................................... 24
Figure 5 ......................................................................................................................... 25
Environmental Command Senior Staff Officer Training (EC SSO Trg) Staffs ............... 26
EC SSO Trg Staffs ........................................................................................................ 26
Lessons Learned................................................................................................................ 27
NCM PD WG................................................................................................................ 28
Canadian Defence Academy/Canadian Forces College (CDA/CFC) Curriculum Review
Board ................................................................................................................................. 28
CDA/CFC Curriculum Review Board .......................................................................... 28
CDA/CFC Curriculum Review Board (cont.) .............................................................. 29
Canadian Defence Academy (CDA) ................................................................................. 29
Chief of Staff Strategic Training and Education Programmes (COS STEP).................... 29
Figure 6 ......................................................................................................................... 30
CHAPTER THREE ...................................................................................................................... 31
Principal PD Institutions ............................................................................................................... 31
Institutions/Training Establishments ................................................................................ 31
Institutions/ ................................................................................................................... 31
Training Establishments (TEs) ..................................................................................... 31
RMCSJ .......................................................................................................................... 32
Mission.......................................................................................................................... 32
CFC NCMPDC ............................................................................................................. 32
Mission.......................................................................................................................... 32
Primary Leadership Qualification (PLQ) TEs .................................................................. 33
CF PLQ TEs:................................................................................................................. 33
CFNOS .......................................................................................................................... 33
ACA .............................................................................................................................. 33
CFFSE CFLRS.............................................................................................................. 33
PLQ L TEs: ................................................................................................................... 33
LFWATC ...................................................................................................................... 33
LFCATC ....................................................................................................................... 33
LFQATC ....................................................................................................................... 33
LFAATC ....................................................................................................................... 33
CHAPTER FOUR ......................................................................................................................... 34
Professional Development (DP) and Career Progression ............................................................. 34
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Developmental Period (DP) .............................................................................................. 34
Officer DP Progression ................................................................................................. 34
Officer Developmental Period .......................................................................................... 34
Figure 7 ......................................................................................................................... 37
Non-Commissioned Members Developmental Period ..................................................... 38
NCM DP Progression ................................................................................................... 38
Figure 8 ......................................................................................................................... 40
Programmes and Qualifications Officers .......................................................................... 41
DP1 ............................................................................................................................... 41
DP2 ............................................................................................................................... 41
Note ............................................................................................................................... 41
DP 3 .............................................................................................................................. 42
DP 4 .............................................................................................................................. 42
DP 5 .............................................................................................................................. 43
Programmes and Qualifications NCM .............................................................................. 44
DP 1 .............................................................................................................................. 44
DP 2 .............................................................................................................................. 44
DP 3 .............................................................................................................................. 45
DP 4 .............................................................................................................................. 45
DP 5 .............................................................................................................................. 46
CHAPTER FIVE .......................................................................................................................... 47
Professional Development Administration and Responsibilities.................................................. 47
Learning and Support Structures ...................................................................................... 47
Defence Learning Architecture ..................................................................................... 47
CF Residential Training and Education ........................................................................ 47
CF Distributed Learning Training and Education ........................................................ 47
External training and education .................................................................................... 47
Learning support structures........................................................................................... 47
Learning support structures (Cont.) .............................................................................. 48
Accreditation, Equivalencies and Prior Learning Assessment Recognition (PLAR) ....... 48
Military Civilian Training Accreditation Programme .................................................. 48
Canadian Forces Military Equivalency Programme ..................................................... 48
Prior Learning Assessment Recognition ....................................................................... 49
For Officers: .................................................................................................................. 49
For NCMs: .................................................................................................................... 49
Performance Measurement ............................................................................................... 49
Validation of Professional Development ...................................................................... 49
CFITES’ Model of Validation ...................................................................................... 50
Coordination ................................................................................................................. 50
Research Section ........................................................................................................... 51
Evaluation ..................................................................................................................... 51
Canadian Forces PDS Responsibilities ............................................................................. 52
Functional Authority (FA) ............................................................................................ 52
CFPDS Management .................................................................................................... 52
Training Authorities (TAs)/ Designated Training Authorities (DTAs) ........................ 52
CFPDS Responsibilities ................................................................................................ 52
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Abbreviations and Acronyms ........................................................................................... 53
Glossary ............................................................................................................................ 56
Competency .................................................................................................................. 56
References ......................................................................................................................... 58
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CHAPTER ONE
The CF Professional Development System (CFPDS)
Definition PD is sequenced throughout an individual’s CF career to impart skills,

knowledge and attitudes necessary to rank and responsibilities and to allow
each member to exercise sound judgment. The CFPDS is a career – long,
comprehensive, integrated and sequential development process of education,
training, self-development, and experience. The CFPDS provides a
continuous learning environment to develop and enhance the capabilities and
leadership of CF members.
The Purpose The purpose of the CFPDS (Figure 1) is the ethical, social and
intellectual development of CF personnel and the accumulation of a
sufficient Professional Body of Knowledge (PBK) to deal with the
broad range of leadership and staff responsibilities throughout the full
spectrum of military activities that can be anticipated during an
individual’s career.
Strategic Guidance
Theoretical The documents described below provide the strategic level guidance for PD
Foundation and the theoretical foundation for leadership in the CF. The CFPDS provides
the education and training detailed in these documents to the CF.
Defence The publication of Defence Strategy 2020 (also called Strategy 2020), a
Strategy 2020 keystone document, was a major milestone in developing a strategic plan to
shape future PD in the CF. The CFPDS was developed in support of Strategy
2020 to position Defence as an employer of choice for Canadians by
expanding the knowledge and skills base of our personnel and by providing
them with progressive opportunities for development, career mobility and
recognition for service.
Shaping the Future of Canadian Defence: A Strategy for 2020
Continued on next page
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Strategic Guidance, Continued
Officership Officership 2020 is the strategic guidance for reshaping the Officer Corps to
2020 meet the anticipated challenges of the future. It is the next step in achieving
the PD objectives outlined in Strategy 2020 for the Officer Corps. The
CFPDS was designed to develop an ethical, highly intelligent and proactive
Officer Corps.
Canadian Officership in the 21st Century: Strategic Guidance for the

Canadian Forces Officer Corps and the Officer Professional Development
System
NCM Corps NCM Corps 2020 provides the strategic guidance for the professional
2020 development of the NCMs for the next 20 years and is the companion
document to Officership 2020. The PD objectives described in Strategy 2020
and Officership 2020, are incorporated in NCM Corps 2020. The CFPDS was
developed to support a distinctive NCM PD while reinforcing the common
elements of the officer/NCM team.
Strategic Guidance for the Professional Development of the Canadian Forces

Non-Commissioned Members
Canadian Canadian Military Doctrine (CFJP-01) is the Canadian Forces (CF) capstone
Military doctrine publication and is published under the authority of the Chief of the
Doctrine Defence Staff. This manual specifies the roles and missions assigned to the
CFJP 01 CF; provides the fundamentals of warfare and guidance for command, control
and organization of the CF; describes authorized command relationships and
the authorities that military commanders can use; and formulates guidelines
for operational activities embodied in CF strategic policy. Also provided is
the doctrinal basis for interdepartmental and interagency coordination. The
guidance contained in Canadian Military Doctrine serves as the foundation
upon which the CFPDS is designed.
CFJP 01 – Canadian Military Doctrine
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Duty with Duty with Honour is a cornerstone document within the CFPDS. It provides
Honour an understanding and vision of the Canadian military profession and
establishes the intellectual and doctrinal basis for all personnel and PD
policies in the CF.
Duty with Honour: The Profession of Arms in Canada
Conceptual Conceptual Foundations provides a broad conceptual understanding of

Foundations military leadership and a systems overview of the requirements of leadership
in the CF. It also represents the primary source for the development of leader
training and education programmes in all CF Centers of Excellence for PD.
Leadership in the Canadian Forces: Conceptual Foundations

Leadership Leadership Doctrine is a companion document of Duty with Honour. It is the
Doctrine authoritative guide to leadership training, education, and practice throughout
the CF. It provides a unified doctrinal basis for all Officer-NCM leadership
training and education in the CF. The CFPDS serves as a roadmap to
leadership development at all levels as defined in the Leadership Doctrine.
Leadership in the Canadian Forces: Doctrine

Leading People Leading People has drawn from Leadership Doctrine and Conceptual
Foundation’s doctrinal and theoretical foundation to provide CF military
professionals with the practical guidance to effectively lead people. This
manual is used extensively in all PD centres across the CF. The CFPDS
provides Officers/NCMs with a graduated leadership development within the
first four DPs.
Leadership in the Canadian Forces: Leading People
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Leading the Leading the Institution provides guidance to those Senior Officers and NCMs
Institution who serve in key/senior appointments, their staffs, and others with the
abilities and commitment to contribute to CF strategy. It offers direction for
one to attain the knowledge, leader capacities, skills and professionalism
required for becoming an effective institutional leader. The CFPDS provides
the leadership development necessary for those institutional leaders in DP 5.
Leadership in the Canadian Forces: Leading the Institution
Guiding Principles
Guiding The CF is committed to:

Principles
• providing CF members with PD throughout their military careers;
and
• promoting a continuous learning environment, with a view to

imparting new knowledge and developing skills and attitudes as the
basis for enhanced mental agility, innovation and judgement.
PD is a shared responsibility between commanders and commanding officers

on one hand, and individual CF members on the other hand.
As bilingualism is intrinsic to CF leadership, ability in both official languages

becomes increasingly important for progression through the DPs.
Objectives
Objectives The CFPDS is designed to:
• ensure that CF members meet the applicable work and job

requirements identified in appropriate Military Employment Structure
(MES) specifications;
• ensure that CF members are capable of critical thinking, managing

change, effective leadership and resource management, across the full
spectrum of military service;
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Objectives, Continued
Objectives • strengthen understanding of the military profession;
(Cont.)
• enhance general, environmental and occupational expertise;
• enable CF members to develop professional competencies and

attitudes required to successfully perform their duties and tasks;
• prepare CF members for the demands of a progressive career; and
• prepare retiring CF members for transition to civilian life.
Foundation
Foundation CF Doctrine provides the fundamental principles upon which the CFPDS
is based, including:
• The Professional Body of Knowledge comprises: core knowledge,

supporting knowledge and specialized knowledge;
• The war fighting skills are those skills that are trained in order to
conduct the full spectrum of military operations from the tactical to
the strategic level; and
• The required leadership competencies are those competencies that

span from leading people to leading the institution. They are contained
in the Leader Development Framework (LDF).
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The Four Pillars of Professional Development
The Four The pillars are the basis upon which PD is achieved during a career in the CF:
Pillars of
Professional • Education allows for a reasoned response to an unpredictable situation
Development (provision of a base of knowledge and intellectual skills upon which
information can be correctly interpreted and sound judgement
exercised). Our cognitive ability to reason, acquired through academic
education and practice enables us to think through the problem and
formulate a reasonable solution.
• Training is a learned response to a predictable situation (skills and

knowledge to perform specific duties and tasks).
• Employment Experience. Training and education must be reinforced

by the practical application of acquired skill and knowledge through
on job experience
• Self-Development may take the form of education, training or

experience; however, it differs from conventional learning in that it is
based on the self-motivation of each Officer/NCM. Self-development
is taking personal responsibility for one's own learning and
development through a process of assessment, reflection, and taking
action.
Policy Framework
Policy The Orders, Policies and Instructions which govern the CFPDS are contained
Framework within the CF Defence Administrative Orders and Directives (DAODs), CDA
Policies with respect to PD and CF Military Personnel Instructions (CF Mil
Pers Instr). They were developed in consultation with the Designated
Training Authority (DTA), Training Authorities (TAs), and other major
stakeholders and approved by Armed Forces Council (AFC). They constitute
the CFPDS policy framework which is applicable to all Officers/NCMs.
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DP Structure
DP Structure The CFPDS delivers PD across five development periods for officers and for
NCMs. A Developmental Period (DP) is a timeframe in a career during
which an individual is trained, employed and given the opportunity to develop
specific occupational or professional skills and knowledge. DPs are
distinguished by progressive increase in the levels of accountability,
responsibility, authority, competency, military leadership ability and the
knowledge of operations and war.
The Canadian Forces Professional Development System
Figure 1
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Canadian Military Professional Ideology
Canadian The CFPDS is comprised of several elements; one of these elements is the
Military Canadian military professional ideology consisting of two components: the
Professional theory-based body of knowledge defining the profession’s specialized
Ideology 1 expertise; and the profession’s value system. The former is referred to as the
General System of War and Conflict (GSWC), and the latter is the Canadian
Military Ethos.
The General In any profession, practical skill grows out of an abstract system of
System of War knowledge and control of the profession lies in control of the abstractions that
and Conflict 2 generate the practical techniques. In the profession of arms the abstract
system of knowledge is represented by the GSWC, which is divided into four
levels: tactical, operational, strategic and political.
The CFPDS is designed to provide CF members with the right PD at the

appropriate DP to ensure understanding of the GSWC at the tactical,
operational, strategic and political level(s).
Canadian The uniquely Canadian military ethos is made up of three fundamental

Military Ethos 3 components: beliefs and expectations about military service; Canadian values;
and Canadian military values. The CFPDS was designed to ensure that the
PD of CF members throughout their careers takes into account these
components; establishing the desired institutional culture of the CF, in which
CF members perform their mission and tasks to the highest professional
standards, meeting the expectations of Canadians at large.
1
Duty with Honour- The Profession of Arms in Canada p: 17
2
3
Duty with Honour - The Profession of Arms in Canada p: 25
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Leader Development Framework
LDF The Leader Development Framework (LDF) (Figure 2) was developed as a

result of the work done in the production of Officership 2020 and NCM Corps
2020 and the additional research conducted in support of the writing of Duty
With Honour: The Profession of Arms in Canada, and the Canadian Forces
suite of leadership manuals. It was determined that the existing approach to
professional development anchored in the Canadian Forces Individual
Training & Education System (CFITES) needed to be augmented with a
professional development model clearly based on competencies. Once
developed it was recognized that the LDF could also serve to guide
succession planning and support the performance assessment system. It is
currently being further refined to support these other activities with much of
the work in these areas being done at the National Defence Headquarters
(NDHQ), supported by the Canadian Forces Leadership Institute (CFLI).
The LDF consists of 5 meta-competencies that are addressed as the

individual, officer or NCM, progresses through four levels – Junior,
Intermediate, Advanced and Senior. Viewed through the current structure of
the PD system, therefore, Junior equates to DP-1 and DP-2, Intermediate DP-
3, Advanced DP-4 and Senior DP-5. The 20 “cells” resulting from this
framework are populated by the specific competencies that must be developed
through the four pillars of the CF’s PD System – education, training,
experience and self development.
The meta-competencies are Expertise, Cognitive Capacities, Social

Capacities, Change Capacities and Professional Ideology. The Expertise in
question is centered on the General System of War and Conflict as described
in Leadership in the Canadian Forces: Leading the Institution. Cognitive
Capacities are developed from linear, analytic thinking to systems thinking in
order to cope with complexity. Social Capacities cover a range of inter-
personal qualities and attributes ranging from team building to cultural
intelligence (CQ) and partnering. Change Capacities include the concepts
underpinning the Learning Organization and risk management. Finally
Professional Ideology embraces the concept of the CF’s Military Ethos.
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Leader Development Framework, Continued
Figure 2
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Officer and NCM General Specifications (OGS & NCMGS)
Officer and All members of the CF must be capable of performing the common tasks
NCM General contained in the Officer and NCM General Specifications (OGS & NCMGS).
Specifications 4 These common tasks are universal in nature and pertain to fundamental
expertise, cognitive, social, change and professional ideology competencies,
which when combined deliver the appropriate leadership and management
capacities. To perform these duties/tasks effectively, which involve activities
outside their occupation and environment, members of the CF must attain
levels of competencies commensurate with their rank. These common
competencies complement and reinforce the environmental and occupational
skills and knowledge acquired through occupational training and enable
members of the CF to perform effectively at all levels in the CF. It is these
specifications that call up the type, timing, and quality of PD required by each
Officer/NCM at each stage of their development and consequently form the
foundation of PD in the CF as reflected by the design of the DPs within the
CFPDS.
4
http://hr.ottawa-hull.mil.ca/dgmp/dpgr/engraph/specifications_e.asp?sec=2&doc=genspec
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Leadership and the Professional Body of Knowledge (PBK)
The The Canadian Forces, Professional Body of Knowledge (PBK) is unique to

Professional the Profession of Arms in Canada. It is comprised of “Core”, “Supporting”
Body of and “Specialized” bodies of knowledge. The CF’s Core and Supporting
Knowledge 5 bodies of knowledge are those knowledge’s that are required to operate
within the GSWC model and are what makes a member of the CF a
“Professional” within the “Profession of Arms”.
Core Knowledge - is the unique, theory-based body of knowledge at the core

of the profession of arms as it is related to the GSWC. This knowledge
includes tactics and tactical doctrine, the broad and deep discipline of
operational art, the operational, technological, logistical and social
dimensions of strategy, civil-military relations, command and leadership
theory and practice, and the theory and practice of military professionalism.
Supporting Knowledge - includes everything necessary to support a large

organization whose primary function is to operate effectively across the
spectrum of conflict, up to and including combat. This expertise is normally
organized through highly differentiated systems of support, such as the
communications, logistics, human resources, legal, and professional
development systems. Also in this category is a very wide range of expertise
encompassed in such disciplines as Canadian history, military history,
political science, psychology, sociology, anthropology, and management
theory, among others.
Specialized Knowledge - the profession of arms in Canada is also

characterized by the presence of groups whose expertise is not specific to the
military, but organized in its own right by civilian professions. Doctors,
lawyers, clergy, engineers and psychologists, to name but a few, belong to
external professional associations and hold themselves responsible to a
second professional ethic, as well as the military ethos. In effect, groups
external to the military profession can legally discipline these professionals
under certain circumstances.
The CFPDS provides the knowledge and skills unique to the leadership and
management of armed forces in war and peace, commonly referred to as
military art and science. This PD, integrated and shaped by employment
experience in the military environment, is recognized as the CF Professional
Body of Knowledge.
5
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CHAPTER TWO
Professional Development Governance
CFPDS Governance
CFPDS The complex governance challenge inherent in the CFPDS (Figure 3) is
Governance addressed in a clear, integrated, and unitary governance structure designed to
facilitate centralized planning and concept development and decentralized
execution as follows:
• the Armed Forces Council (AFC) is at the top of this PD governance

and it provides the Chief of Defence Staff (CDS) with a forum for
discussion of CF strategic institutional issues, including those related
to CF PD;
• the CF Professional Development Council (PDC) serves as a forum

for strategic direction and integration of pan-CF PD/IT&E issues. It
also identifies PD issues to be raised to AFC for CDS guidance
/policy;
• the Individual Training and Education (IT&E) Committee coordinates

pan-CF PD and advises CMP through the PDC;
• the Environmental Command Senior Staff Officer Training (EC SSO

Trg) Staffs also bring/coordinate recommendations from their
respective environments to the IT&E Committee;
• A number of Working Groups feed into the IT&E Committee,

including:
o the NCM PD Working Group (NCM PD WG) which brings

recommendations to the Committee on CF common NCM PD;
o the Performance Measurement Working Group (PM WG)

which brings recommendations/initiatives that are required to
support or enhance PM activities; and
o the Validation Working Group (V WG) which brings

recommendation on validations issues/solution, lessons learned
and activities; and

CFPDS Governance, Continued
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CFPDS • the CDA/Canadian Forces College (CFC) Curriculum Review Board
Governance (CRB) provides inputs on PD curriculums issues to the IT&E
(Cont.) Committee and the PDC.
Figure 3
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Armed Forces Council (AFC)
AFC 6 The AFC mandate is to provide the CDS with decision support/advice with
respect to issues of strategic importance related to the overall administration
and management of the CF. AFC considers CF institutional issues including
personnel policy. As such, it does not include membership of the operational
commanders. Its role is to provide a forum for the discussion of military
personnel policy issues that will assist the CDS with guiding the development
of CF personnel and approving CF-specific personnel policy.
CF Professional Development Council (PDC)
PDC PDC (Figure 4) is a senior-level council established to provide strategic

guidance and oversight of the CF Officer and NCM PD Framework,
including IT&E. The PDC serves as a forum for the provision of strategic
direction and integration of pan-CF PD/IT&E issues. A major area of focus
is improvement of the DP framework and content for officers and NCMs.
The Council assists the Chief of Military Personnel (CMP) in providing
functional direction concerning CF PD, including IT&E. This is
accomplished by:
• providing stakeholders with situational awareness, a common picture

and input into key CF PD/IT&E strategic issues and activities;
• providing the linkages for the integration and synchronization of the

Defence Capability Plan through to Force Development, including
Military Personnel Command oversight and performance
measurement; and
• informing CMP, as the Functional Authority (FA), on the

synchronization, strategic development, and integration of CF IT&E
and PD.
6
http://cds.mil.ca/bio/index-eng.asp
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CF Professional Development Council (PDC), Continued
Figure 4
Professional Development Council
CMP
FA Comd CDA Chairs the
PDC on behalf of CMP
CAS
CMS CLS
Comd Comd CDA
DGNP Comd LFDTS
2 Cdn Air Div TA
TA TA
TA
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The Individual Training and Education (IT&E) Committee
The IT&E The IT&E Committee (Figure 5) is established to coordinate pan-CF PD. It
Committee advises CMP and other senior staff on CF PD issues, and manages in an
effective and efficient way the implementation, coordination and verification
of the IT&E activities listed in DAOD 5031-2 IT&E Strategic Framework.
The guiding principle of the IT&E Committee is to promote cohesion,

collaboration and efficiency in the identification of PD needs and in guiding
the lessons observed to lessons learned process.
The IT&E The IT&E strategic framework promotes the CF as a learning organization
strategic that provides CF members with the skills, knowledge, attitudes and lessons
framework learned to succeed in operations (DAOD 5031-2) 7.
The Chief Maritime Staff (CMS), Chief of Land Staff (CLS), Chief of Air
Staff (CAS) and CMP manage both their respective military occupations and
sub-occupations (through career field and military occupation authorities)
and IT&E qualifications (through TAs or DTAs) resulting from assigned
specifications. CDA acting on behalf of CMP analyses OGS/NCMGS for
IT&E requirements that support PD
7
DAOD 5031-2, Individual Training and Education Strategic Framework
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The Individual Training and Education (IT&E) Committee,
Continued
Figure 5
ADM(IM)
ADM(HR-
ADM(HR-Civ)
DLPDSP INDIVIDUAL TRAINING AND
EDUCATION (IT&E) COMMITTEE
SJS
SJS Requirements
DMPSC
DMPSC 6 CMP
FA
CEFCOM
J7
CDA
DGPR
DGPR 3
COS STEP
TA
CANADA COM Chair
J7
DGMC
DMCA CANOSCOM
Chief Op
Sup Trans CAS
CMS CLS
D Air
DMTE DAT
TA Pers Strat
CDA/COS STEP TA
VCDS/D RES
SSO Plans
TA
D RES
SSO PD/NCM PD
SSO Strat Planning
& Management
SSO TESM
DGHS CFPM CDI CANSOFCOM
CFRG D H Svcs Pers DPM RM DGIC COS Sup
Comd CDA/COS FOSM DTA DTA DTA DTA
DCOS FOSM
DCOS LS
DLPDSP
DG
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Environmental Command Senior Staff Officer Training (EC
SSO Trg) Staffs
EC SSO Trg The EC SSO Trg Staffs consist of representatives, at the SSO level, from the
Staffs Directorate Maritime Training and Education (DMTE), Directorate of Army
Training (DAT) and Directorate Air Personnel Strategy (D Air Pers Strat)
coordinated by CDA/COS STEP/SSO PD. The role of this group, working
in conjunction with the NCM PD WG, is to:
• represent the interests of the ECs for issues related to CF common

PD;
• conduct strategic analysis for all changes to CF Common PD

curriculum;
• formulate/present recommendations to the IT&E Committee on CF

common PD;
• monitor CF Common PD curriculum;
• review Officer PD activities against the strategic objectives as

outlined in Officership 2020; and
• identify future trends for implementation into CF Common PD.
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Lessons Learned
Lessons LL means the adding of value to an existing body of knowledge, or seeking

Learned to correct deficiencies in areas of concepts, policy, doctrine, training,
(LL) 8/ 9 equipment or organizations, by providing feedback and follow-on action.
In the flow from doctrine to training, exercises and operations, the

operational LL process provides feedback and follow-on action to ensure
that there is constant learning, correction of mistakes and reinforcement of
what was done correctly.
The aim of LL is to effectively capture, document, disseminate and action

observations and best practices in order to improve organizational learning.
LL is an integral component of a learning organization; a deliberate process

designed to capture and analyze observations and best practices enabling
value-added feedback and follow-on action.
Knowledge The Canadian Forces Lessons Learned Knowledge Warehouse is entitled
Management “Knowledge Management System” (KMS). It is a bilingual enterprise system
System available in both the classified and unclassified domains. It enables the DND/CF
(KMS) to centralize, structure and access its LL knowledge more efficiently and can
facilitate the collection, analysis and storage of information and the
dissemination and reuse of DND and CF knowledge. KMS is thus both a shared
repository and a LL management tool. As a management tool, the KMS:
a. enables the creation of relationships between concepts, issues and LL;

b. facilitates sharing with one or more groups, i.e. transparency;
c. receives feedback from key participants on specific topics directly into the
system;
d. raises observations to the level of issues;
e. identifies requirements or lessons;
f. tracks action taken on selected issues, requirements and lessons; and
g. creates links between objects with strong causality, relationship, etc.
8
DAOD 8010-0 Lessons Learned
9
DAOD 8010-1 Operational Lessons Learned Process
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Non-Commissioned Members Professional Development
Working Group (NCM PD WG)
NCM PD WG The purpose of the NCM PD WG is to:
• represent Environmental Commands (ECs) for CF common NCM

professional development;
• conduct the NCM PD WG once per quarter, prior to the IT&E

Committee meeting, or as necessary;
• conduct strategic analysis for all changes to NCM PD curriculum;
• formulate/present recommendations to the IT&E Committee on CF

common NCM PD;
• monitor NCM PD curriculum;
• review NCM PD activities against the strategic objectives as outlined

in NCM Corps 2020;
• identify future trends for implementation into NCM PD; and
• liaise with CDA Formation Chief Warrant Officer (FCWO) on issues

related to PD.
Canadian Defence Academy/Canadian Forces College

(CDA/CFC) Curriculum Review Board
CDA/CFC Comd CDA directed COS STEP to develop an oversight mechanism in order
Curriculum to monitor the content and delivery of CF common senior officer PD
Review Board programmes conducted by the CFC and NCM PD programmes conducted by
the NCM PD Centre (NCMPDC). Programmes at CFC that require
oversight include the Officer Developmental Period 3 (ODP3) Joint
Command and Staff Programme (JCSP), which includes the residential and
distance learning (DL) versions, the ODP4 National Security Programme
(NSP) and the ODP5 Executive Leader’s Programme (ELP).
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Canadian Defence Academy/Canadian Forces College
(CDA/CFC) Curriculum Review Board, Continued
CDA/CFC Programmes that require oversight at the NCMPDC include the Intermediate
Curriculum Leadership Programme (ILP), Advanced Leadership Programme (ALP) and
Review Board the Senior Leadership Programme (SLP). Oversight will also be exercised
(cont.) over the Senior Appointments Programme (SAP) for newly designated
senior appointment CPO1/CWOs. The Board is established to ensure that
the specified CFC and NCMPDC programmes provide valid, consistent and
reliable training and education that is responsive and relevant to current
officer and senior NCM PD needs.
Canadian Defence Academy (CDA)
Comd CDA Figure 6
Mission The CDA’s mission is to lead CF PD, uphold the profession of arms and
champion lifelong learning to enable operational success.
Chief of Staff Strategic Training and Education Programmes

(COS STEP)
COS STEP Figure 6

Mission The mission of the COS STEP is to champion the CFPDS with a fully
supported, rigorous and relevant career-long learning system which includes
the following:
• development and maintenance, in co-operation with Career

Field/Occupation Authorities (COA), of the Qualification Standards
(QSs) for all assigned common PD;
• delivery, in co-operation with the COA, common professional

development in accordance with CF General Specifications (GSs), the
military ethos and other higher direction;
• recognition of appropriate alternative learning and awarding of

equivalent CF qualifications; and
• benchmarking of CF programmes and practices with those of

contemporary military and civilian institutions.
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Chief of Staff Strategic Training and Education Programmes
(COS STEP), Continued
Figure 6
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CHAPTER THREE
Principal PD Institutions
Institutions/Training Establishments
Institutions/ CF Institutions/TEs are responsible for the development and delivery of

Training common PD in accordance with direction from the CDA/CFC CRB, IT&E
Establishments Committee and the CFPDC. PD programmes/courses can be identified as
(TEs) being either military or academic education. Accordingly, the governance
structure at Figure 3 serves the purpose of focussing all educational activities
into the key institutions/training establishments.
Common Professional Development is conducted at the following

institutions and training establishments:
• Canadian Forces College (CFC);
• Royal Military College of Canada (RMCC);
• Royal Military College Saint-Jean (RMC St Jean);
• Canadian Forces College Non-Commissioned Member Professional

Development Centre (NCMPDC);
• Canadian Forces Naval Operations School (CFNOS) Seamanship

Division;
• Air Command Academy (ACA) Borden;
• Canadian Forces Fleet School Esquimalt (CFFSE) Seamanship

Division; and
• Canadian Forces Leadership and Recruit School (CFLRS).
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Institutions/Training Establishmentss, Continued
CFC Canadian Forces College
Mission The CFC provides professional military education for selected members of
the Defence Team for the command and control of the CF, across the
continuum of operations in joint, interagency, multinational and public
environments.
RMCC Royal Military College of Canada
Mission The RMCC is to produce officers with the ethical, mental, physical and
linguistic capabilities required to lead with distinction in the CF. As a
federally chartered bilingual university, RMCC delivers undergraduate
academic programs together with a range of complementary programs to
accomplish this mission. RMCC also provides undergraduate and post-
graduate programs, and education, to meet the needs of other members of the
CF and DND, and civilians with interest in defence issues. RMCC carries
out research appropriate to a modern university, one that serves the
profession of arms.
RMCSJ Royal Military College of Canada St-Jean
Mission The mission of the Officer Cadets Division of RMCSJ is to provide military
orientation, training, and supervision, while the faculty is responsible for pre-
university academic studies. To this end, military personnel focus on
developing three of the four components of the programme: the military,
athletic, and bilingualism competencies.
CFC NCMPDC Canadian Forces College Non-Commissioned Member Professional

Development Centre
Mission The NCMPDC was created in order to centralize all NCM leadership
training with the focus on maintaining the momentum of the NCM Corps
2020 and all PD improvements.
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Institutions/Training Establishmentss, Continued
CFLRS Canadian Forces Leadership and Recruit School
Mission The mission of CFLRS is to prepare future CF warriors morally, mentally

and physically for the profession of arms.
Primary Leadership Qualification (PLQ) TEs
CF PLQ TEs: The CF PLQ is delivered at various TEs. The Air Force and Navy sends
their personnel to the following TEs:
CFNOS
ACA • Canadian Forces Naval Operations School Seamanship Division;
CFFSE
CFLRS
• Air Command Academy Borden;
• Canadian Forces Fleet School Esquimalt Seamanship Division; and
• Canadian Forces Leadership and Recruit School.
PLQ L TEs: The Army runs its own version of the CF PLQ; Modules 1,2,4,5 and 6 part
one are common to CF PLQ but modules 3 and 6 part 2 are land specific
LFWATC (Performance Objectives: Ranges and Training Safety and Conduct Land
LFCATC Operations). Members of occupations directed to receive PLQ-Land and
LFQATC PLQ-Infantry are trained in the following TEs:
LFAATC
• Land Force Western Area – Training Centre Wainwright;
• Land Force Central Area – Training Centre Petawawa;
• Land Force Quebec Area – Training Centre Valcartier; and
• Land Force Atlantic Area – Training Centre Gagetown.
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CHAPTER FOUR
Professional Development (DP) and Career Progression
Developmental Period (DP)
Development A DP is a timeframe in a career during which an individual is trained,

Period educated, employed and given the opportunity to develop specific
occupational or professional skills and knowledge. DPs are distinguished by
a progressive increase in the levels of accountability, responsibility,
authority, competency, military leadership ability and the knowledge of
operations and war. Accordingly, the CFPDS is designed to meet the unique
developmental needs of the Officer/NCM. It is defined by five DPs each of
which encompasses one or more ranks. Training, education and experience
within a DP prepare the Officer/NCM not only for effective employment in
that DP but also for progression to subsequent DPs. Figure 7 and Figure 8
show the Officer and NCM DPs.
Officer DP The following table outlines PD milestones as well as the requirements for
Progression progression to the next DP: 10
Officer Developmental Period
In officers will acquire ... and second language training with progression to the
DP through self-development or next DP based on the
based on the requirements of successful completion of ...
the position held or on ...
1 • basic training; • the requirements of the • basic training;
• environmental component, military • environmental training;
qualification; occupation or entry
program; • basic occupational
• basic occupational training; and
qualification; • promotion to
Lt(N)/Capt.
10
DAOD 5031-8
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Officer Developmental Period, Continued
Officer DP Progression (continued)
2 • applicable common, • potential for advancement; • applicable
environmental and environmental training;
occupational • applicable intermediate
qualifications; occupational training;
• increased general, and
environmental and • promotion to LCdr/Maj.
occupational skills and
knowledge; • PME Programme
• initial experience at the
unit level;
3 • applicable common, • potential for advancement; • applicable
environmental and environmental training;
occupational • applicable advanced
qualifications; occupational training;
• experience in common, and
environmental and • promotion to
occupational activities; Capt(N)/Col.
• continued experience at
the unit level;
• experience at formation
and higher levels;
• increased occupational
expertise;
• an understanding of
joint and combined
operations;
• the JCSP qualification
for selected officers;
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Officer DP Progression (continued)
4 • skills in planning and • potential for advancement; • applicable
conducting joint and environmental training;
combined national and • applicable advanced
international operations; occupational training;
• further experience in and
common, environmental • promotion to
and occupational Cmdr/BGen.
activities;
• the NSP qualification
for selected officers;
5 • skills in strategic • potential for advancement; • N/A
leadership, development
of national security
policy and the
management of
resources at the national
level.
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Figure 7
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Non-Commissioned Members Developmental Period
NCM DP The following table outlines PD milestones as well as the requirements for
Progression progression to the next DP:
In NCMs will acquire ... and second language with progression to the
DP training through self- next DP based on the
development or based on successful completion of ...
the requirements of the
position held or on ...
1 • basic training; • the requirements of the • BMQ training;
• environmental qualification; component, military • environmental training;
occupation or entry
• basic occupational program; • basic occupational
qualification; training; and
• advancement to AB/Pte
(T).
2 • applicable common, • the requirements of the • PLQ training;
environmental and component or military • applicable environmental
occupational qualifications; occupation; training;
• increased general, • applicable intermediate
environmental and occupational training;
occupational skills and and
knowledge;
• advancement to
• experience at the unit level; MS/MCpl.
3 • applicable common, • potential for • ILP;
environmental and advancement; • applicable environmental
occupational qualifications; training;
• resource management • applicable advanced
experience; occupational training;
• increased experience in and
common, environmental and • promotion to PO1/WO.
occupational activities;
• continued experience at the
unit level;
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Non-Commissioned Members Developmental Period, Continued
NCM DP Progression (continued)
In NCMs will acquire ... and second language with progression to the
DP training through self- next DP based on the
development or based on successful completion of ...
the requirements of the
position held or on ...
4 • applicable common, • potential for • ALP;
environmental and advancement; • promotion to
occupational qualifications; CPO2/MWO;
• skills in planning and • applicable environmental
conducting sub-unit and unit training;
level missions and activities
at the tactical level to • SLP; and
operational levels; • promotion to
• resource management CPO1/CWO.
expertise;
• continued experience in
common, environmental and
occupational activities;
• an understanding of the CF
beyond unit and
environment level;
5 • staff work and experience in • potential for selection to Senior Appointment
preparation for the highest designated senior Programme (SAP).
levels of NCM leadership as appointments at the
institutional leaders and for CPO1/CWO rank.
selection to CPO1/CWO
senior appointments at the
strategic level;
• Senior Appointment
Qualification.
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Non-Commissioned Members Developmental Period, Continued
Figure 8
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Programmes and Qualifications Officers
DP1 The purpose of the DP 1 is to develop the required skills and knowledge for
CF entry level employment and further training. The formal developmental
requirements include achievement of the Basic Military Officer Qualification
(BMOQ), environmental and occupational qualifications. Second official
language training and education may also occur but, with the exception of
military college cadets, this is normally limited to DP 1 training and
employment with specific linguistic requirements
After achieving the developmental requirements of DP1, officers are deemed

to be occupationally employable at the introductory level. Progression into
DP 2 takes place when the member joins a unit and leaves the Basic Training
List (BTL).
DP2 PD during DP 2 is very demanding, with the emphasis on training and job
experience oriented to occupation and environmental requirements. The CF
common requirements for this DP are met, in part, through the OPME
programme. The OPME Programme is intended to orient the junior officer
to select topics within a professional body of knowledge related to the
military profession. From this body of knowledge, officers will begin to
enhance their critical thinking skills and develop innovative responses to a
myriad of issues. In addition, environmentally conducted residency and self-
study programmes are conducted to meet the specific needs of the
environments.
Development within each occupation and environment continues with OJT.

Mentoring and coaching by directing supervisors encourages development.
In addition, learning from experience plays a large part.
Finally, selected officers may also participate in other formal developmental

courses such as second language training SLT, management training and
postgraduate education.
Note As per CANFORGEN 015/10 the OPME Programme is a combined
DP1/DP2 programme. The completion timeline depends on the entry plan.
For examples: during DP1 RMCC Cadets do their OPMEs for graduation.
However, most Junior Officers such Direct Entry Officers (DEO), Regular
Officer Training Plan (ROTP) University and Continuous Education Officer
Training Plan (CEOTP) will do their OPMEs during DP2.
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Programmes and Qualifications Officers, Continued
DP 3 The Joint Command and Staff Programme Residential (JCSP RESID) and
Joint Command and Staff Programme Distance Learning (JCSP DL) are
conducted at the Canadian Forces College Toronto.
The aim of the Joint Command and Staff Programme (JCSP) is to prepare
selected senior officers of the Defence Team for command and/or staff
appointments in a contemporary operating environment across the
continuum of operations in national and international settings.
.
Through a range of professional educational activities, both the residential
and DL versions of the programme develops officers to a level of knowledge
and competence appropriate to the aim.
DP 4 The National Security Programme (NSP) is conducted at CFC Toronto. The

NSP is designed to prepare participants for employment as strategic-level
leaders and managers, and to prepare military officers as operational-level
joint task force commanders and senior staff. This 10-month residential
programme is intended for the following participants: civilian executives
from within the Department of National Defence (DND), other government
departments, public security agencies, non-governmental organizations and
academic institutions; CF colonels and naval captains; and officers of similar
rank from allied nations.
DP 4 is characterized by its focus on the national and international

environment, decision making within states and their civil-military interface.
The NSP includes the study of strategic leadership and the management of
resources at the national level. It examines issues regarding the design,
direction, and conduct of security operations, ranging from domestic security
response to military operations in a war zone.
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Programmes and Qualifications Officers, Continued
DP 5 The purpose of the DP 5 Executive Development Programme (EDP), which

is currently under development, is to prepare General Officer/Flag Officers
(GO/FO) for the highest levels of command and staff employment within the
CF, including formation Commander and defence executive. Education in
this developmental period will prepare these officers for institutional
command, leadership, and management responsibilities.
The EDP consists of four modules, as follows:
• Introductory Session. An Introductory Session, based on the current

GO/FO Executive Leader Programme at CFC is designed to prepare
newly selected GO/FOs for their new responsibilities with a view to
maximizing their effectiveness.
• Continuing Development Programme. This module consists of an

individually focused, centrally managed programme of continuing
development designed to broaden the perspectives of GO/FOs and to
prepare them for employment in specific competency streams and
positions.
• Mentoring/Executive Coaching. The intent of this module is to

develop a structured but informal programme of mentorship designed
to enhance the effectiveness of the GO/FO by providing support for
individual growth and peer consultation.
• Team Building for institutional effectiveness. This module consists

of a variety of group activities that provide the opportunity for
GO/FOs (and civilian partners) to work together to solve problems in
a focused group setting.
Note: the EDP is a proposed programme that is awaiting approval.
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Programmes and Qualifications NCM
DP 1 The purpose of the DP 1 is to focus development towards achieving the

required skills and knowledge for CF entry level employment and further
training. The formal developmental requirements include achievement of
the Basic Military Qualification (BMQ), environmental and occupational
qualifications. Development of second language ability may also be
indicated but only to the extent necessary to fill positions related linguistic
requirements.
After achieving the developmental requirements of DP1, NCMs are deemed

to be occupationally employable at the introductory level. Progression into
DP 2 takes place when the member joins a unit and leaves the Basic Training
List (BTL).
DP 2 The purpose of the DP 2 is to prepare NCMs for supervisory employment

related to the member’s environmental affiliation and occupation.
The focus of development in DP 2 is twofold:
• to consolidate and reinforce previous training and employment

experience leading to enhanced individual occupational capabilities;
and
• to develop leadership potential.
The formal development requirements for DP 2 are the Primary Leadership

Qualification (PLQ) and environmental and occupational qualifications.
Training strategies to achieve these qualifications may include both
Distributed Learning (DL) and residential components.
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Programmes and Qualifications NCM, Continued
DP 3 The purpose of the DP3 is to prepare NCMs for employment as a supervisor

in an occupationally related employment, matching the members’
environmental affiliation. While building on further occupational training
and experience, the focus of DP 3 is to further develop leadership and
management skills through experience and increased responsibilities.
Formal development requirements for DP 3 are the Intermediate Leadership

Programme (ILP) and the environmental and occupational qualifications.
Education/training strategies to achieve these qualifications may include
both DL and residential components.
During DP 3, NCMs gain leadership experience and proficiency through

employment in jobs with increased span of control and responsibilities.
NCMs who exhibit high leadership skills and potential are selected for
promotion to Petty Officer Second Class/Sergeant (PO2/Sgt).
DP 4 The purpose of the DP 4 is to prepare NCMs for employment as supervisors

and managers, with an increasing probability of employment outside the
member’s occupation or environment. As well, the level of operations
associated with employment changes from the tactical level encountered in
the previous DP to the operational level. The focus of development in DP 4
is leadership, management and staff skills for employment as a member of a
command team and for staff level duties within headquarters (HQs).
The formal development requirement for DP4 is the Advanced Leadership

Programme (ALP) and the Senior Leadership Programme (SLP).
The SLP is offered during DP4 and develops prospective personnel for
leadership, staff and advisory positions.
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Programmes and Qualifications NCM, Continued
DP 5 The purpose of the DP 5 Senior Appointments Programme (SAP) is to

prepare NCMs for varied employment assignments to include unit, joint or
combined operational employment, employment within a command team at
a base, wing or staff positions within higher HQs. The CPO1/CWO
occupies a unique position within the framework of the CF. The traditional
role of the CPO1/CWO has been to act as the custodian of the NCM corps,
and as a co-steward of the CF Profession of Arms. The CPO1/CWO is
instrumental in the formulation of a strong Officer/NCM team, and fosters an
atmosphere of partnership. The focus of development is the ability to provide
advice on the human factors uniquely associated with military organizations
and operations as well as providing input to plans, programs and policies at
the senior staff level. The level of operations associated with employment in
DP 5 can range from tactical to strategic, but is predominantly at the
operational level progressing to the strategic level for selected individuals.
The CPO1s/CWOs appointed to senior appointments and key positions,

through succession planning, will receive education specifically tailored to
prepare them for these appointments.
During DP 5 NCMs gain experience in positions which are often outside

their occupation and/or environment.
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CHAPTER FIVE
Professional Development Administration and
Responsibilities
Learning and Support Structures
Defence Defence Learning Architecture (DLA) is a real and virtual learning system
Learning and network that supports CF organizations and individual CF members to
Architecture achieve education and training goals. The DLA integrates residential or “in
house” education and training conducted by CF facilities, DL provided from
within the CF and from out-sources, and relevant programs accessible from
the network of national and international institutions.
CF Residential CF residential training and education includes those areas essential for the
Training and development of ethos, team building, war fighting, joint planning, the
Education conduct of military operations, etc.
CF Distributed CF DL employs a breath of methods and is supported by technology and

Learning offered through a multitude of delivery modes allowing flexibility of choice
Training and and timing.
Education
External External education programs such as the Diploma in Military Arts and
training and Science (DMASc) and training opportunities complement the above two
education through identifying, developing and leveraging educational networks and
partnerships with other military and civilian institutions. In addition, relying
on these external education and training networks and partnerships, CF
members are encouraged to undertake advanced and specialised studies
especially in areas deemed to be in the interest of the CF and where possible,
alignment is sought between CF occupational trades training and national
networks of civilian technical education providers.
Learning The learning support structures are elements which are located at the CDA or
support on CF bases. Learning support structures would include the considerable
structures assembly of services and products that facilitate learners and organisations in
pursuit of education goals.
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Learning and Support Structures, Continued
Learning Examples would include the Individual Learning Plan (ILP) system,
support available counselling and guidance offices, the Education Reimbursement
structures (ER) program, the Department of National Defence (DND) Learn
(Cont.) management system, Prior Learning Assessment Recognition (PLAR)
process, the network of Personnel Selection Officers (PSO) and Base/Wing
Education Officers, learning and career centres, and a number of supporting
information systems.
Accreditation, Equivalencies and Prior Learning Assessment

Recognition (PLAR)
Military The Military Civilian Training Accreditation Programme (MCTAP) is an

Civilian ongoing accreditation programme that seeks accreditation of military
Training training and education with the appropriate provincial technical, academic
Accreditation and professional licensing bodies in an effort to obtain formal civilian
Programme recognition of military training and experience. CDA has developed formal
and informal partnerships with colleges and universities in Canada for the
evaluation of military training and education for academic credit. As a result
of this activity, several occupations, some specialty courses and a number of
the professional development courses are now granted academic credit at
these institutions. Another significant initiative has been with Human
Resources and Skills Development Canada (HRSDC) and the Canadian
Council of the Directors of Apprenticeship (CCDA). This project has
recognized 14 military technical occupations as highly correlated with their
civilian counter parts. As a result, personnel in these CF occupations may
write the Inter Provincial (IP) Red Seal exam once they are QL5 qualified
and have the rank of Corporal or higher. The purpose of all MCTAP
activities is to assist in personal and career development of CF members and
to aid in recruitment and retention initiatives.
Canadian The Canadian Forces Military Equivalencies Programme (CFMEP)

Forces Military recognises equivalent non-CF training, education and experiential learning
Equivalency by granting CF qualifications. The CDA provides central coordination
Programme services for the program. This arrangement is designed to optimise potential
training delivery alternatives with community colleges and to promote
national standards in training and education, prior learning assessment and
the portability of credits.
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Accreditation, Equivalencies and Prior Learning Assessment
Recognition (PLAR), Continued
Prior Learning The Prior Learning Assessment Recognition (PLAR) is used to recognized
Assessment equivalency based on either academic or experiential learning. The
Recognition Equivalency programme offers equivalencies for a number of military
qualifications:
For Officers:
• Basic Military Officer Qualification - Module 1

• Basic Military Officer Qualification - Module 2
• OPME (equivalency based on experiential learning)
• JCSP/JRCSP
• NSP
For NCMs:
• Basic Military Qualification

• Primary Leadership Qualification
• Intermediate Leadership Programme
• Advanced Leadership Programme
• Senior Leadership Programme
Performance Measurement
Validation of CDA’s approach to Validation is aligned with the CF Professional

Professional Development Validation: Foundation Document and applied with some
Development adaptation to reflect the greater educational content of professional
development courses. According to CFITES, the purpose of validation is to
verify that the IT&E programme has adequately prepared graduates to
perform operational tasks or attain professional competencies.
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Performance Measurement, Continued
CFITES’ This model of validation is referred to as a phased assessment as per CFITES

Model of (1998; A-P9-050-000/PT-008):
Validation
According to this model of validation, a validation activity can be either
simple (a ‘routine check’), comprehensive or focused:
• The routine check: achieves simplicity and rapid response time, and
reviews only major elements of the course or job, using information
or statistical data which is relatively easy to obtain.
• Comprehensive review. A thorough, in-depth assessment, the

comprehensive review examines all important course-job links,
sampling extensively from multiple sources. This type of validation
requires substantially more time and effort than a routine check.
• The focused review is a purpose-built study which concentrates on

specific aspects of an instructional programme. It is used when a
routine check indicates that there may be problems, but yields
insufficient data to define and resolve them.
• Building on the phased assessment framework outlined in CFITES

(1998; A-P9-050-000/PT-008), the draft, revised version of CFITES
Volume 8 proposes a bi-level approach to validation that includes
Level One and Level Two Validations
Coordination STEP SSO Training and Education Systems Management (TESM) section is
responsible for overall co-ordination of standards & validation in CDA
formation and for the conduct of validation studies focusing on, but not
limited to, L1 validations for training programs.
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Performance Measurement, Continued
Research The STEP SSO Training and Educations Systems Management (TESM)
Section section is responsible for applied research on military T&E as well as for L2
comprehensive validation studies, focusing on, but not limited to,
educational/PD programs.
Evaluation The CDA’s approach to evaluation is aligned with the CF Evaluation of

Instructional Programmes. Evaluation assesses the merit or value of an
instructional programme (Stufflebeam, 2001). It is a systematic process
designed to collect data and assess whether instruction has satisfied the
objectives of the instructional programme in the most effective and efficient
manner. The basic goal of evaluation in the CF is to use the data collected to
improve training and education.
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Canadian Forces PDS Responsibilities
Functional IAW DAOD 1000-0, CMP is the FA for CF PD, including IT&E. As FA,
Authority (FA) CMP is responsible for providing strategic direction on how the CF manages
IT&E.
CFPDS IAW DAOD 5031-2, CMP has designated Comd CDA as the CF lead for the
Management CFPDS.
Training IAW DAODs 5031-2, CMP has delegated responsibility for IT&E
Authorities management to the TAs and DTAs.
(TAs)/
Designated A TA is responsible for the management and implementation of IT&E for
Training assigned general, career field, occupation and specialty specifications. The
Authorities
TAs are:
(DTAs)
• Comd CDA for all pan-CF IT&E
• Chief of Maritime Staff (CMS) for Sea environmental, occupation,
and specialty IT&E
• Chief of Land Staff (CLS) for Land environmental, occupation, and
specialty IT&E; and
• Chief of Air Staff (CAS) for Air environmental, occupation, and
specialty IT&E
A DTA is an authority other than a TA that due to functional, environmental

and/or special accountabilities has been designated responsibility for the
management of IT&E for specific CFd/occupation/sub-occupation and/or
specialty specifications. DTAs perform the same IT&E management
responsibilities for assigned specifications as do TAs, without the broad
scope of responsibility for environmental or pan-CF IT&E assigned to the
TAs. Current DTAs are:
• Director General Health Services (DGHS);
• Canadian Forces Provost Marshal (CFPM);
• Chief of Defence Intelligence (CDI); and
• Commander Canadian Special Operations Forces Command
(CANSOFCOM).
Note Where there is an overlap of common PD requirements with TA managed

common environmental PD requirements, CDA will coordinate the solution
with the TAs.
CFPDS CFPDS responsibilities are defined in DAOD 5031-8.

Responsibilities
52/58
Abbreviations and Acronyms
2 CDN AIR 2 Canadian Air Division/Air Force Doctrine and Training Division
DIV/AFDT DIV
ACA Air Command Academy
AFC Armed Force Council
ALP Advanced Leadership Programme
BMOQ Basic Military Officer Qualification
BMQ Basic Military Qualification
BTL Basic Training List
CAS Chief of the Air Staff
CCDA Canadian Council of the Directors of Apprenticeship
CDA Canadian Defence Academy
CDI Chief of Defence Intelligence
CDS Chief of Defence Staff
CEOTP Continuous Education Officer Training Plan
CF Canadian Forces
CFC Canadian Forces College
CFC NCM PDC Canadian Forces College Non-Commissioned Members Professional
Development Centre
CFd Career Field
CFFSE Canadian Forces Fleet School Esquimalt
CFFSQ Canadian Forces Fleet School Quebec
CFITES Canadian Forces Individual Training & Education System
CFLI Canadian Forces Leadership Institute
CFLRS Canadian Forces Leadership and Recruit School
CFMEP Canadian Forces Military Equivalencies Programme
CFNOS Canadian Forces Naval Operations School
CFPDC Canadian Forces Professional Development Council
CFPDF Canadian Forces Professional Development Framework
CFPDS Canadian Forces Professional Development System
CLS Chief of the Land Staff
CMP Chief of Military Personnel
CMS Chief of the Maritime Staff
COA Career Field and Occupation Authorities
COS STEP Chief of Staff Strategic Training and Education Programmes
CPO1/CWO Chief Petty 1st Class/Chief Warrant Officer Qualification
CQ Cultural Intelligence
CRB Curriculum Review Board
CSSP Canadian Security Studies Programme
DAOD Defence Administrative Order and Directive
DEO Direct Entry Officer
53/58
Abbreviations and Acronyms, Continued
DGMPR Director General Maritime Personnel Readiness
DL Distributed Learning
DLA Defence Learning Architecture
DMASc Diploma in Military Arts & Science
DND Department of National Defence
DP Developmental Period
DTA Designated Training Authority
EC Environmental Command
EDP Executive Development Programme
ELP Executive Leadership Programme
ER Education Reimbursement
FA Functional Authority
FCWO Formation Chief Warrant Officer
FG Force Generator
GO/FO General Officer/Flag Officer
GSWC General System of War and Conflict
GS General Specification
HQ Headquarters
HRSDC Human Resources and Skills Development Canada
IE Intermediate Engagement
ILP Individual Learning Plan or Intermediate Leadership Programme
IP Inter Provincial
IT&E Individual Training and Education
JCSP Joint Command and Staff Programme
JRCSP Joint Reserve Command and Staff Programme
LFAATC Land Force Atlantic Area Training Centre
LFCATC Land Force Central Area Training Centre
LDF Leadership Development Framework
LFQATC Land Force Quebec Area Training Centre
LFDTS Land Force Doctrine and Training System
LFWATC Land Force Western Area Training Centre
MCTAP Military Civilian Training Accreditation Program
MES Military Employment Structure
NCM Non-Commissioned Members
NCMGS Non-Commissioned Members General Specification
NCMPDC Non-Commissioned Members Professional Development Centre
NCM PD WG Non-Commissioned Members Professional Development Working Group
NCO Non-Commissioned Officer
54/58
Abbreviations and Acronyms, Continued
NSP National Security Programme
ODP Officer Developmental Period
OGS Officer General Specification
OJT On Job Training
OPME Officer Professional Military Education
PBK Professional Body of Knowledge
PD Professional Development
PDC Professional Development Council
PDS Professional Development System
PLAR Prior Learning Assessment Recognition
PLQ Primary Leadership Qualification
PO1 Petty Officer First Class
PO2 Petty Officer Second Class
PSO Personnel Selection Officer
QS Qualification Standard
RMCC Royal Military College of Canada
RMCSJ Royal Military College St-Jean
ROTP U Regular Officer Training Plan University
SAP Senior Appointment Programme
SLP Senior Leadership Programme
Sgt Sergeant
SOLET Second Official Language Education Training
SSO Senior Staff Officer
TA Training Authority
TE Training Establishments
WO Warrant Officer
55/58
Glossary
Career Field A CFd is defined as a single occupation or a group of occupations that is

(CFd) organized to provide for career progression.
Competency Refers to a cluster of abilities relating to excellence in a specific activity:

The CF considers professional competencies as observable and measurable
knowledge, skills, abilities and other personal qualities that:
• underlie effective or successful job performance;

• are observable and measurable; and
are distinguishable between CF members who perform at superior versus

average levels.
Designated DTA is an authority other than a TA that due to functional, environmental

Training and/or special accountabilities has been designated responsibility for
Authority qualification management of IT&E for specific CFd/occupation/sub-
occupation and/or specialty qualifications. DTAs perform the same
qualification management responsibilities as TAs.
Developmental DP is a time frame in a career during which an individual is trained,

Period employed and given the opportunity to develop specific occupational or
professional skills and knowledge.
Education Education is the provision of a base of knowledge and intellectual skills

upon which information can be correctly interpreted and sound judgement
exercised.
Equivalency Equivalency is the recognition of civilian or foreign military education,

training or experience as equivalent to CF qualifications or activities.
Force FG is the process of bringing forces, or part of them, to a state of readiness

Generator for operations, by assembling, and organizing personnel, supplies, and
materiel.
56/58
Glossary, Continued
Functional A FA is accountable to the CDS for setting standards, communicating clear

Authority expectations and issuing functional direction in DAODs, providing advice
and functional guidance; consulting and obtaining feedback; and monitoring
to ensure compliance with functional direction The CDS has appointed the
CMP as the FA for all CF professional development, including all IT&E.
Military MES is the arrangement of CF Jobs into structural elements consisting of

Employment Career Fields, Occupations and sub-occupations that collectively provides
Structure the necessary management framework for the Personnel Cycle of Activities
across all components of the CF, and throughout the spectrum of conflict.
Officer General OGS and NCMGS are integrated policy and quality control documents that
Specification describe the common and environmental requirements, including
(OGS) and professional development requirements that apply to all CF officers and
NCM General NCMs. They are the foundation documents of the OPD and NCMPD
Specification system.
(NCM GS)
Personnel Personnel Generation is the process of providing individually qualified

Generation personnel to meet CF employment requirements. It includes strategic
planning, attraction, recruiting, selection, retention, professional
development, including IT&E, and career management.
Professional PBK is an integration of knowledge and skills that are common to Canadian
Body of society in general, and the Tactical, Operational, Strategic and Policy levels
Knowledge of war and knowledge which are unique to the leadership of the CF in war
and peace.
Self- Self-Development is learning that is self-initiated and self-directed. It can be

Development personal or professionally oriented.
Training Training is the provision of technical and procedural knowledge and skills
required in the performance of assigned duties.
Training TA performs the qualification management of assigned CF common,

Authority environmental, CFd/occupation/sub-occupation and/or specialty
qualifications.
57/58
References
http://admfincs.mil.ca/admfincs/subjects/daod/5031/8_e.asp
http://www.cds.forces.gc.ca/str/index-eng.asp
http://cda.mil.ca/pub/2020/officer/doc/off-2020-s-eng.pdf
http://cda.mil.ca/pub/2020/ncm/doc/2020-b-eng.pdf
http://cfd.mil.ca/sites/page-eng.asp?page=10468
http://www.cda-acd.forces.gc.ca/cfli-
ilfc/doc/DutywithHonourTheProfessionofArmsinCanada2009English_001.pdf
http://www.cda.forces.gc.ca/cfli-ilfc/doc/DND_Conceptual-eng.pdf
http://www.cda.forces.gc.ca/cfli-ilfc/doc/DND_Doctrine-eng.pdf
http://www.cda.forces.gc.ca/cfli-ilfc/doc/LeadingPeople-Eng.pdf
http://www.cda.forces.gc.ca/cfli-ilfc/doc/Leading%20the%20Institution%20-
%20English.pdf
http://cmp-cpm.forces.mil.ca/dgmp/dpgr/engraph/specifications_e.asp?sec=2
http://cds.mil.ca/bio/index-eng.asp
http://www.cfc.forces.gc.ca/221-Eng.html
http://www.rmcc.forces.gc.ca/index-eng.asp
http://www.cmrsj-rmcsj.forces.gc.ca/index-eng.asp
http://www.cfc.forces.gc.ca/255/223-eng.html
http://www.cflrs.forces.gc.ca/index-eng.asp
http://halifax.mil.ca/N1/CFNOS/Index.htm
http://navreshq.mil.ca/CFFSQ/inhouse_enClasse/Leadership/index-eng.asp
http://16wingweb.borden.mil.ca/aca/pages/about_us_e.html
http://esquimalt.mil.ca/cffs/SeaDiv/index.htm
http://lfcms.kingston.mil.ca/Default.aspx?sectionID=140000010000017&type=S
58/58

Guidance To The Staff and Line Institutions On The Operation of The Professional Development System (2011)

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Version 34 15 February 2011

THE CANADIAN FORCES PROFESSIONAL

Guidance to the Staff and Line Institutions on the

This document is issued on authority of the Commander Canadian Defence

This document is effective on receipt.

Suggestions for changes shall be forwarded through normal channels to

The procedures contained within this document and all subordinate

Scope The scope of this publication is outlined as follow:

Chapter 1 – The CF Professional Development System (CFPDS). This

Chapter 2 – Professional Development Governance. This chapter

Chapter 3 – Principal Professional Development Institutions. This chapter

Chapter 4 – Professional Development and Career. This chapter describes

Chapter 5- Professional Development Administration and

Definition PD is sequenced throughout an individual’s CF career to impart skills,

Shaping the Future of Canadian Defence: A Strategy for 2020

Continued on next page

Canadian Officership in the 21st Century: Strategic Guidance for the

Strategic Guidance for the Professional Development of the Canadian Forces

CFJP 01 – Canadian Military Doctrine

Continued on next page

Duty with Honour: The Profession of Arms in Canada

Conceptual Conceptual Foundations provides a broad conceptual understanding of

Leadership in the Canadian Forces: Conceptual Foundations

Leadership in the Canadian Forces: Doctrine

Leadership in the Canadian Forces: Leading People

Continued on next page

Leadership in the Canadian Forces: Leading the Institution

Guiding The CF is committed to:

• promoting a continuous learning environment, with a view to

PD is a shared responsibility between commanders and commanding officers

As bilingualism is intrinsic to CF leadership, ability in both official languages

Objectives The CFPDS is designed to:

• ensure that CF members meet the applicable work and job

• ensure that CF members are capable of critical thinking, managing

• enhance general, environmental and occupational expertise;

• enable CF members to develop professional competencies and

• prepare CF members for the demands of a progressive career; and

• prepare retiring CF members for transition to civilian life.

• The Professional Body of Knowledge comprises: core knowledge,

• The required leadership competencies are those competencies that

• Training is a learned response to a predictable situation (skills and

• Employment Experience. Training and education must be reinforced

• Self-Development may take the form of education, training or

The Canadian Forces Professional Development System

The CFPDS is designed to provide CF members with the right PD at the

Canadian The uniquely Canadian military ethos is made up of three fundamental

LDF The Leader Development Framework (LDF) (Figure 2) was developed as a

The LDF consists of 5 meta-competencies that are addressed as the

The meta-competencies are Expertise, Cognitive Capacities, Social

Continued on next page

The The Canadian Forces, Professional Body of Knowledge (PBK) is unique to

Core Knowledge - is the unique, theory-based body of knowledge at the core

Supporting Knowledge - includes everything necessary to support a large

Specialized Knowledge - the profession of arms in Canada is also

Continued on next page

• the Armed Forces Council (AFC) is at the top of this PD governance

• the CF Professional Development Council (PDC) serves as a forum

• the Individual Training and Education (IT&E) Committee coordinates

• the Environmental Command Senior Staff Officer Training (EC SSO

• A number of Working Groups feed into the IT&E Committee,

o the NCM PD Working Group (NCM PD WG) which brings

o the Performance Measurement Working Group (PM WG)

o the Validation Working Group (V WG) which brings