DAOD 5031-8, Canadian Armed Forces Professional Development

Table of Contents

1. Introduction
2. Definitions
3. Abbreviations
4. Overview
5. Canadian Armed Forces Professional Development System
6. Canadian Armed Forces Employment and Development
7. Canadian Armed Forces Professional Development Governance
8. Access to Canadian Armed Forces Professional Development Activities
9. Compliance and Consequences
10. Responsibilities
11. References

1. Introduction

Date of Issue: 2003-04-30

Date of Last Modification: 2025-12-10

Date of Last Review: 2025-12-10

Application: This DAOD is a directive that applies to employees of the Department of National Defence (DND employees) who support the CAF Professional Development System (CAFPDS) and an order that applies to officers and non-commissioned members of the Canadian Armed Forces (CAF members).

Supersession: DAOD 5038-1, Officer Professional Development (OPD) System

Approval Authority: Chief of Military Personnel (CMP)

Enquiries: CMP Administrative Response Centre (ARC)

2. Definitions

collective training (entraînement collectif)

Training designed to prepare teams, units and other elements to perform military tasks in accordance with defined standards.

Note: Collective training includes procedural drills and the practical application of doctrines, plans and procedures. (Defence Terminology Bank record number 357)

competency (compétence)

A set of knowledge, skills, abilities, and other characteristics that are required of individuals in the performance of their roles and responsibilities. (Defence Terminology Bank record number 694693)

designated training authority (responsable désigné de la formation)

An officer, appointed by the Chief of Military Personnel, who is responsible and resourced for individual training and education that supports the job requirements defined in assigned occupational and/or specialty specifications. (Defence Terminology Bank record number 43042)

formal learning (apprentissage formel)

The development of one or more competencies through planned and structured learning activities. (Defence Terminology Bank record number 697266)

individual training and education (instruction individuelle et éducation)

A set of activities intended to develop the competencies, skills, knowledge and attitudes a CAF member requires to perform assigned tasks, correctly interpret information and exercise sound judgement. (Defence Terminology Bank record number 42483)

informal learning (apprentissage informel)

The development of one or more competencies through unplanned or unstructured learning activities. (Defence Terminology Bank record number 697270)

learning (apprentissage)

The acquisition of knowledge, the development of skills or the influencing of an individual’s attitudes that change their perception, understanding or actions. (Defence Terminology Bank record number 693833)

Military Employment Structure (Structure des emplois militaires)

A personnel-management framework consisting of military occupations and sub-occupations.

Note: The MES includes a listing of jobs and associated work requirements. (Defence Terminology Bank record number 43140)

personnel generation (production de personnel)

The process of providing individually qualified CAF members to meet CAF employment requirements. It includes strategic planning, attraction, recruiting, selection, retention, professional development and career management. (Defence Terminology Bank record number 32168)

professional development (perfectionnement professionnel)

A career-long development process consisting of training, education, self-development and employment experience. (Defence Terminology Bank record number 20105)

professional military education (éducation professionnelle militaire)

An activity that imparts professional knowledge to CAF members, develops their cognitive skills and leadership abilities, and influences their ethical behaviours and character. (Defence Terminology Bank record number 697277)

profession of arms (profession des armes)

The profession of military members dedicated to the defence of their country and its interests, as directed by the government. (Defence Terminology Bank record number 37276)

training authority (responsable de la formation)

An officer, appointed by the Chief of Military Personnel, who is responsible and resourced for a broad range of individual training and education activities that supports both the professional competencies defined in the CAF general specifications and the job requirements defined in assigned occupational and/or specialty specifications.

Note: A TA is normally a commander of a command or formation, or a level one advisor. (Defence Terminology Bank record number 43202)

3. Abbreviations

Note – Abbreviations of ranks and designations of rank in this DAOD are used in accordance with the Defence Terminology Bank.

4. Overview

Context

4.1 The PoA embodies a deep commitment to the defence and security of a nation, underpinned by a strong sense of duty, discipline, and shared values among its members. For the CAF, the foundation for the PoA is captured in The Canadian Armed Forces Ethos: Trusted to Serve. The CAF Ethos defines professional conduct, shapes professional judgement, and frames performance expectations. The credibility and effectiveness of any profession is achieved, in large part, through the actions and behaviours influenced by PD. The CAF value members that possess special and unique traits that may not be normally provided through military IT&E. Employing members with varying capacities and breadths of experience permits the CAF to deliver services expected by the GC and public. The CDS is the head of Canada’s PoA and directs CAF PD efforts including shaping the essential elements of the PoA’s body of knowledge.

The CAF PD Framework

4.2 The CAF PD Framework is a conceptual way to view how members of the PoA are developed. The framework consists of four pillars (pathways) that capture the activities that contribute to individual growth and development. Each pillar, including the sub-pillars, are described below:

1. Education. The provision of a base of knowledge and intellectual skills upon which information can be correctly interpreted and sound judgement exercised. This pillar consists of:
   1. Academic Education – The acquisition of knowledge, skills, and intellectual abilities across a wide range of subjects, disciplines, and fields of study including, but not limited to, arts, sciences, and engineering; and
   2. Professional Military Education – A structured and comprehensive set of formal learning programs intended to develop the knowledge, skills, leadership abilities, ethical behaviours, and character of military personnel at various stages of their careers.
2. Training. The provision of specific KSAs required to perform assigned tasks. This pillar consists of:
   1. Individual Training – Training programs specifically designed to develop the required KSAs of individual military personnel. Individual training focuses on preparing CAF members to perform their specific roles and responsibilities effectively within their respective occupation and units;
   2. Collective Training – Training designed to prepare teams, units, and other elements to perform military tasks in accordance with defined standards. Collective training can encompass a wide range of scenarios, such as tactical exercises, field training exercises, procedures, simulations, and other activities that simulate typical operational situations; and
   3. Joint Training – Training activities that involve personnel and assets from multiple branches or elements of the CAF working together to enhance their interoperability and effectiveness in joint or combined operations.
3. Employment Experience. The application and continued development of KSAOs previously acquired through education, training, and/or self-development as well as the acquisition and development of new KSAOs through informal learning, in the performance of assigned roles and duties. In certain circumstances, OAs may need to closely manage and certify successful employment experiences, including the transfer of newly acquired KSAOs to the workplace. OAs may view this process as an extension of IT&E; however, employment experience is not comprised of instructional activities and is therefore neither formal training nor informal training. This pillar consists of institutional and operational experiences.
4. Self-development. Organizationally directed or self-initiated, professionally, or personally oriented learning that refines or further develops an individual’s body of knowledge, intellectual and/or professional skill sets, and attitudes that leads to improving the level of a desired competency or competencies. Self-development is normally done during off-duty time but can sometimes be done on duty time with the approval of the member’s CoC. Within the Self-Development Pillar of the CAF PD Framework there is:
   1. Guided Self-Development – Structured opportunities for potential knowledge acquisition, skill building, and attitude shaping that further prepares CAF members for changing technical, functional and leadership responsibilities throughout their career; and
   2. Personal Self-Development – Self-initiated learning where CAF members define the objective, pace, and process.

5. Canadian Armed Forces Professional Development System

5.1 The CAFPDS is a system of systems supporting continuous learning that is seamlessly enabled across the Military Personnel Management System. The focus of the CAFPDS is the development of the professional competencies of all members of the CAF. The product is a military professional with the desired skills and knowledge capable of exercising sound judgment grounded in the CAF Ethos and in direct alignment with essential CAF culture, character, and ethical behaviours.

5.2 The CAFPDS enables the ethical, social, and intellectual development of CAF personnel and is grounded in a professional body of skills and knowledge which helps shape professional competencies. The CAFPDS covers the broad range of leadership, teamwork, and staff responsibilities essential throughout the full spectrum of military activities that can be anticipated during an individual’s career. The CAFPDS provides CAF members with the ability to progress through their careers in a systematic manner, ensuring that the needs of the organization and the member are met throughout their career.

CAFPDS Systems Integration

5.3 The CAFPDS operationalizes the conceptual pillars of the CAF PD framework and are achieved, primarily, by leveraging the planned activities across three military personnel management subsystems. These subsystems become further integrated and enabled through the MES. The subsystems are:

1. CAF IT&E System. DAOD 5031-2, CAF Individual Training and Education System, establishes in policy the system to produce the required quantity of qualified military personnel for operational and institutional employment. CAF IT&E is aligned with the human view of defence capabilities and ensures professional competencies are identified and developed at the right time and place in a CAF member’s career;
2. CAF Assignment System. The CAF Assignment System supports the career administration and management of CAF members’ careers:
   1. For the Reg F, personnel are assigned to positions that meet the current and future needs of the CAF, while considering individual aspirations. Assignments provide the essential employment experience that consolidates learning within the CAFPDS. Assignments lead to the further development of professional competencies. Succession planning is the essential activity to ensure the availability of personnel with the leadership, organizationally desirable behaviours and character to ensure leadership continuity; and
   2. For the Reserve Force, assignments, including career administration and management, are reliant on an Adaptive Career Path. This approach to career management and succession planning can often involve different stakeholders and is dependent on class of employment, rank, and environment; and
3. Personnel Appraisal System. DAOD 5059-0, Performance Appraisal of Canadian Forces Members, establishes in policy the commitment to periodically evaluate CAF members in respect of performance and the meeting of performance expectations, potential, and PD. CAF members are provided feedback in accordance with a prescribed performance appraisal cycle and the Performance and Competency Evaluation system. The CAFPDS is integrated directly into this system through CAF competencies which are the basis for judgements and aligned with inclusive behaviours and other performance indicators reflective of rank.

5.4 In addition to the three designated military personnel management subsystems, the CAFPDS is further augmented through Collective and Joint Training Systems as detailed in DAOD 8015-0, CAF Joint Training. The CAFPDS is also augmented by the CAF and L1 self-development programs. These self-development programs are part of the CAF’s commitment to encourage members of the PoA to improve upon educational and professional competencies to meet the challenges of an ever-changing defence environment.

Objectives

5.5 The CAFPDS is designed to ensure that CAF members have the required expertise to carry out their occupational and institutional leadership duties, while also supporting personal development and career growth. The objectives of the CAFPDS are to:

1. ensure that CAF members meet the applicable operational and institutional requirements identified in the MES specifications to successfully perform their duties and tasks;
2. socialize CAF members to the organizational culture with emphasis on expectations and adherence to the CAF Ethos;
3. ensure strong character development in CAF members by supporting the development of leadership skills, cognitive agility, and institutional commitment;
4. ensure that CAF members are capable of critical thinking commensurate to their rank, managing change, effective leadership, and resource management across the full spectrum of military service;
5. strengthen the understanding, embodiment, and adherence to the PoA;
6. ensure that CAF members develop professional competencies and attitudes throughout their career linked to general, environmental, and military occupational expertise;
7. ensure access to externally-provided PD to enhance the opportunities available to CAF members while at the same time bringing industry best practices into the CAF where possible;
8. recognize CAF members’ individual PD interests to support retention, expand learning opportunities, and increase overall job satisfaction; and
9. support CAF members’ career progression.

Guiding Principles

5.6   The guiding principles of the CAFPDS are intended to:

1. provide CAF members with PD opportunities throughout their military careers;
2. promote a continuous learning environment, with a view to imparting new KSAOs as the basis for innovation and judgement;
3. provide mechanisms that support opportunities and accessibility to learning. Learning opportunities should meet both the organizational requirements and, to the extent possible, the learners’ requirements;
4. acknowledge learning pathways can accommodate varying approaches;
5. recognize that PD should be seen as an essential part of the workday and CAF members should be afforded work hours to complete PD related to the achievement of DP competencies regardless of the delivery method; and
6. support mandatory training, which is assigned by the CAF CoC. In support of CAF mandatory training, this requirement will be reviewed annually through the CAFPDS governance structures to validate the ongoing requirement and associated training. 

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6. Canadian Armed Forces Employment and Development

6.1 The MES is a personnel management framework consisting of military occupations and sub-occupations. By means of specifications, the MES identifies work requirements of all occupations by detailing the specific tasks associated with the work requirements. The MES is derived from capabilities-based functional employment areas and is centrally controlled by the CMP. In support of the CAFPDS, the MES provides information which enables CAF-common, environmental, and occupational training, education, and employment experience. MES specifications consist of a combination of officer and NCM GSs, occupational specifications, and SSs. The CAFPDS supports CAF members’ continual PD ensuring that they meet the applicable requirements identified in the MES specifications.

The CAF Competency Model and Leader Development Framework

6.2 The CAF Competency Model, which incorporates the LDF, is a conceptual and organizing framework that incorporates the various professional competencies that more fully express the CAF’s desired professional culture. It describes the behaviours and personal character that the CAF expects of and inculcates within every member from the time of enrolment. Founded upon the CAF Values and five LDF meta-competencies (Expertise, Cognitive Capacities, Social Capacities, Change Capacities and Professional Ideology), the model integrates both organizational and functional competencies. The five LDF meta-competencies are operationalized via the organizational competencies and are incorporated in the GSs. Functional competencies are related to job-specific tasks and technical skills and knowledge and are incorporated in the occupational specifications. Within the CAF PD Framework, CAF members obtain institutional and operational experiences, further developing KSAOs related to the following core competencies:

1. Organizational – These competencies are context-free and encompass the institutional values, strategies, and objectives that support the successful application of functional competencies. They are generally used to represent the personality attributes, cognitive abilities, and common institutional behaviours, values, capacities, and conduct required of all officers and NCMs, regardless of one’s position. As such, organizational competencies are integrated into the GSs; and
2. Functional – These competencies are related to job-specific tasks and technical skills and knowledge that are required to perform occupational jobs. As such, functional competencies are integrated into the occupational specifications.

6.3 The LDF is a central part of the CAFPDS based on the premise that all officers and NCMs should possess certain organizational and functional competencies during various stages of their career development to meet the unpredictable, uncertain, and often ambiguous challenges of the future. The LDF therefore provides the structure for common and occupational requirements for all CAF members. The GSs provide a comprehensive description of common work requirements designed to meet the needs of the GC and PoA. Further, the GSs provide the foundation for the progressive development of required common competencies and are intended to be flexible enough to respond to future roles in support of CAF capabilities.

6.4 These competencies are developed as the individual progresses through the CAFPDS and can be achieved through the four pillars of the CAF PD Framework. Typically, there are standard pathways outlined for achieving competencies, but there is also recognition that competencies can be attained through various learning pathways within a DP. Non-standard learning pathways are available based on the organizational requirements and adapted to the learner’s requirements and individual situation.

Professional Development Requirements

6.5 The nature of the PoA requires officers and NCMs, as they progress in rank, to expand their professional competencies and capabilities through training, education, self-development, and employment experience to meet greater demands and expanding responsibilities. Officer and NCM PD is structured within five DPs. A DP is a timeframe in a career where individuals are trained, educated, employed, and provided opportunities for self-development. The table below outlines the DP-specific LDF for both officer and NCMs:

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7. Canadian Armed Forces Professional Development Governance

7.1 DGPD Strat is the CAFPDS lead and executes the following assigned PD functional area responsibilities on behalf of CMP:

1. chairing of PDC;
2. overseeing the implementation of the CAF PD strategies and initiatives; and
3. coordinating priority CAF PD R&D and foresight activities.

7.2 CMP also assigns DGPD Strat the responsibility to collaborate with the necessary L1 organizations to conceive, design, build and manage the CAFPDS in the following areas:

1. strategic direction;
2. governance and engagement;
3. policy; and
4. doctrine.

7.3 CAF PD governance is exercised through the PDC as the primary forum to create, maintain and define requirements for CAF PD strategic direction, policy, doctrine, and R&D. The PDC also ensures the effective and efficient oversight of the implementation, coordination, and reporting of CAF PD program activities aligned to MES requirements. The PDC governance responsibilities include:

1. advising the CMP on PD programmes;
2. reviewing new PD strategies, policies and doctrine;
3. ensuring the CAF-common and environmental command related IT&E programmes are integrated in terms of specification coordination and career progression; and
4. reviewing the resource requirements for CAF-common PD.

7.4 The PDC is responsive to the AFCX and provides the primary source of collective PD governance and related information to dedicated AFCX-PD forums. AFCX is chaired by the CDS, and it is the most senior level CAF governing body. AFCX-PD provides a forum for discussion of CAF PD strategic institutional issues. Unity of effort for CAF PD is achieved through the strategic guidance issued by AFCX-PD for the purpose of addressing PoA and leader development requirements.

8. Access to Canadian Armed Forces Professional Development Activities

8.1 CAF PD is a shared responsibility between DND/CAF superiors and subordinate CAF members. Access to CAF PD is provided, as appropriate and practicable, through full-time and part-time activities to include but not limited to:

1. in-service;
2. out-service; and
3. other alternative approaches to IT&E delivery.

Bilingualism Imperative

8.2 As bilingualism is intrinsic to CAF leadership and supports inclusiveness of both OLs in daily CAF functions, the language ability in both OL of CAF members becomes increasingly important for progression through the DPs. It is every CAF member’s responsibility to use the CAFPDS to develop the required language profile required for specific ranks as they advance in their careers. Access to second OL education and training is based on the Official Language Act imperatives and CAF operational requirements. The CAF Assignments System and CoC also have an active responsibility to support the PD of members to attain and maintain the requisite bilingual requirements for serving in the CAF.

Allocated Duty Time for Professional Development

8.3 The DND managers and military supervisors must:

1. consider self-development activities by balancing CAF work requirements and the CAF member’s PD needs;
2. fully support programmes and qualifications identified in applicable regulations, orders, and instructions, that are obligatory for a CAF member to maintain or advance military occupation or professional KSAOs;
3. allocate duty time for required PD without causing an increase in normal duty hours (normal duty time is that which is typical for the position of the CAF member and the unit situation) or a decrease in off-duty time;
4. provide time for employment-related experiences, such as coaching, mentorship, and operationally focused deployments; and
5. support the CAF member’s pursuit of self-development and learning activities, including time off IAW leave policies.

8.4 CAF members engaged in self-development must normally conduct these activities during off-duty time. This includes IT&E for which they were not formally or centrally selected or were not mandated to take. If warranted, a CAF member undergoing academic advancement, as part of their self-development, may be authorized special leave (academic advancement) subject to DAOD 5060-0, Leave. CAF members may apply for recognition of prior learning and experience against applicable CAF IT&E programs as outlined in DAOD 5031-1, Canadian Armed Forces Recognition of Prior Learning and Experience.

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9. Compliance and Consequences

Compliance

9.1 DND employees and CAF members must comply with this DAOD. Should clarification of the policies or instructions set out in this DAOD be required, DND employees and CAF members may seek direction through their channel of communication or chain of command, as appropriate. Managers and military supervisors have the primary responsibility for and means of ensuring the compliance of their DND employees and CAF members with this DAOD. 

Consequences of Non-Compliance

9.2 DND employees and CAF members are accountable to their respective managers and military supervisors for any failure to comply with the direction set out in this DAOD. Non-compliance with this DAOD may result in administrative action, including the imposition of disciplinary measures, for a DND employee, and administrative or disciplinary action, or both, for a CAF member. Non-compliance may also result in the imposition of liability on the part of His Majesty in right of Canada, DND employees and CAF members.

Note – In respect to the compliance of DND employees, see the Treasury Board Framework for the Management of Compliance for additional information.

10. Responsibilities

Responsibility Table

10.1 The following table identifies the responsibilities associated with this DAOD:

11. References

Acts, Regulations, Central Agency Policies and Policy DAOD

• Canadian Human Rights Act
• Employment Equity Act
• Official Languages Act
• Framework for the Management of Compliance, Treasury Board
• DAOD 1000-7, Policy Framework for Military Personnel Management
• DAOD 5031-0, Learning and Professional Development

Other References

• DAOD 5031-1, Canadian Armed Forces Recognition of Prior Learning and Experience
• DAOD 5031-2, Canadian Armed Forces Individual Training and Education System
• DAOD 5031-5, Canadian Forces Continuing Education Program
• DAOD 5031-7, Initial Baccalaureate Degree Programme
• DAOD 5039-0, Official Languages
• DAOD 5059-0, Performance Appraisal of Canadian Forces Members
• DAOD 5060-0, Leave
• DAOD 5070-0, Military Employment Structure
• DAOD 5070-1, Military Employment Structure Framework
• DAOD 8015-0, Canadian Armed Forces Joint Training
• CFAO 11-6, Commissioning and Promotion Policy – Officers – Regular Force
• CFAO 49-4, Career Policy – Non-Commissioned Members – Regular Force
• CFAO 49-5, Career Policy – Non-Commissioned Member – Primary Reserve
• CFAO 49-12, Promotion Policy – Officers – Primary Reserve
• CAF Mil Pers Instruction 01/21, Canadian Armed Forces Self Development Program
• CAF Mil Pers Instruction 01/23, Performance and Competency Evaluation (PaCE)
• CAF Mil Pers Instruction 04/25, CPO1/CWO Strategic Employment Model
• CAF Mil Pers Instruction 02/23, Certification (Personnel)
• CAF Mil Pers Instruction 05/05, The New CF Regular Force Terms of Service
• IT&E Instructions
• A-P9-050-000/PT-001, Canadian Forces Individual Training and Education System Manual, Volume 1, Introduction/Description
• A-PA-005-000/AP-003, Leadership in the Canadian Forces: Doctrine
• A-PA-005-000/AP-004, Leadership in the Canadian Forces: Conceptual Foundations
• A-PA-005-000/AP-005, Leadership in the Canadian Forces: Leading People
• A-PA-005-000/AP-006, Leadership in the Canadian Forces: Leading the Institution
• A-PA-005-000/AP-138, Canadian Armed Forces Ethos - Trusted to Serve
• A-PA-005-000/AP-139, Fighting Spirit: The Profession of Arms in Canada
• A-PD-055-001/AG-001,Canadian Forces Manual of Military Occupational Structure (available in paper copy only)
• A-PD-055-002/PP-003, Profession of Arms – Officer General Specifications (available in English only)
• A-PD-055-002/PP-004, Profession of Arms – Non-Commissioned Member General Specifications (available in English only)
• A-PP-005-LVE/AG-001, Canadian Forces Leave Policy Manual
• Director Personnel Generation Requirements

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