CFPAS

Using CFPAS - Foreword Page 1 of 131
Foreword
1. This Canadian Forces Personnel Appraisal System (CFPAS) Help file is written under the authority of the CDS and is maintained by the Director
Military Careers Support Services (DMCSS). This publication provides detailed instructions for conducting the Personnel Appraisal System.
2. This help file has been prepared to help you use the CFPAS in your unit. In order to fully understand the magnitude of the changes contained in the
CFPAS, it is strongly recommended that you read this help file in its entirety.
101. General
1. The CFPAS was released on 15 July, 1997 and after a period of training personnel on the new system, the PDR process was implemented on 01 April,
1998. Personnel were assessed using the new PER form for the first time in April, 1999; that is, for the 1998/99 reporting period. The aim of the CFPAS
is to develop CAF personnel through constructive feedback and to accurately assess the level of demonstrated performance and potential for career
administration purposes. The CFPAS consists of two inter-related processes administered at unit level: the Personnel Development Review (PDR) and
the Personnel Evaluation Report (PER). The CFPAS application (help file) contains specific procedures and detailed descriptions of CFPAS processes.
All personnel of the CAF will be given periodic feedback using the PDR system and appraised annually via a PER. The purpose of the PDR is to provide
Regular and Reserver Force personnel a standardized format for feedback in which the supervisor and subordinate can discuss performance, potential
and career development. The purpose of the PER is to assess and report the subordinate’s performance and potential for retention and advancement
based on MOS and rank specifications and position requirements set by the supervisor during the PDR sessions. The chart that follows illustrates some
of the more typical reporting cycles.
102. Key Terms
1. The following terms are used to describe key CFPAS concepts:
a. Personnel Development Review (PDR) is a process where critical tasks and expected results are set, followed by the supervisor providing
feedback and discussion of performance and potential;
b. Action Plans are plans that are recorded on the Personnel Development Review (PDR) form. They are created, and revised as necessary, during
the PDR process. They should be developed by the supervisor with subordinate participation and list actions that the subordinate and/or supervisor
will take in order to meet short or long-term goals in the areas of performance and potential development;
c. Feedback Sessions involve reviewing and recording each person ’s progress in relation to previously set expected results for critical tasks and the
action plans;
d. Performance Assessment Factors (AFs) are the categories used to rate performance in the current rank. Word Pictures contained in the Rating
Scales have been prepared to provide a frame-of-reference for each AF, at each level of performance, and for each rank; and
e. Potential Factors (PFs) are the categories used to rate a subordinate’s potential for promotion to the next higher rank. Word Pictures contained in
the Rating Scales have been prepared to provide a frame-of-reference for each PF, at each level of potential, and for each rank.
103. The Personnel Development Review (PDR)
1. The PDR is a two step process:
a. Step 1 of the process occurs during the initial meeting between the supervisor and subordinate at the beginning of the reporting period or when a
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new supervisor or subordinate is assigned. A new supervisor has the option of either confirming the previous supervisor's PDR or initiating a new
one; and
b. Step 2 of the process consists of a minimum of two feedback sessions; the first shall be at the mid point and the last at the end of the reporting
period, which is the PER interview, or PDR interview for S2-S3/Pte, NCdt/OCDT, ASLt/2Lt, or SLt/Lt. Feedback sessions may occur more often as
desired or directed by local commanders.
2. The PDR will be used by a unit to report a person's performance to his or her home unit during operational deployments under 3 months duration or
temporary assignments such as attached postings, TD, or secondments of any length. On posting, losing units will use the PDR to pass a individual's
performance/potential information to the gaining unit or vice versa when a Dept ID Waiver has been approved (see sect 121). The home or gaining unit
will use this information in preparing the person's Annual PER.
3. PDRs may be handwritten, however typed is preferable. COs are to ensure that assessments originating from their unit are accurate and not inflated. The
individual's PDR is to be stored in the unit personnel file for a minimum of two years after which they are to be destroyed. Units are reminded of the
importance of the PDR process and of the fact that it is mandatory for all ranks.
104. The Personnel Evaluation Report (PER)
1. There are two types of PERs; Annual and Theatre PERs. The purpose of either PER is to assess and report a person’s performance and potential for
retention and advancement within the CAF. The PER is held as part of a person's archived personnel record located at NDHQ for the Regular Force. For
Reserve Force personnel, the PER file is maintained at the person’s home unit unless directed otherwise by the appropriate Environmental Command
order or equivalent direction. The PER is used at NDHQ and other specified locations, for selection purposes such as:
a. promotion;
b. further Terms of Service;
c. some postings and special appointments;
d. career courses;
e. occupational transfer (OT);
f. administrative review (AR);
g. honours and awards; and
h. commissioning programs.
2. The PER has three major components: identification and general information; performance and potential rating sections; and the supporting narrative
sections. Only events and performance that have occurred during the reporting period may be assessed and commented on in the PER except where
specific permission from DMCSS 2 has been obtained. Events and performance previously reported on in a past PER or in a Theatre PER shall not be
included. The performance rating section provides for quantitative assessment on each of a number of specific factors relevant to the individual's
observed work and leadership skills and is derived from the individual's PDR. The potential rating section of the PER is an assessment of the individual's
ability to operate at the next higher rank level. Commanders of Commands and Group Principals may direct additional levels of review as they deem fit.
However, such intercession must not delay the submission of the PER because of the preparation time needed for the CAF Annual Selection Boards.
Note: Regular and Reserve Force personnel shall not be rated against one another.
3. Annual PER. The principal means of evaluating personnel is via the Annual PER. Military personnel will be assessed in the rank held on the last day of
the reporting period (refer to sect 108), with the exception of an AWSE rank (refer to sect 109(1)), and reported upon annually by their parent unit for the
complete twelve-month reporting period. Annual PERs or PER Exemptions (PERX) are not to be submitted for the ranks of S2-S3/Pte, NCdt/OCDT,
ASLt/2Lt, or SLt/Lt. It is the responsibility of the parent unit to collect and collate all PDRs and other related documents from all other units, detachments
or locations where their personnel are/have been employed and incorporate them into the Annual PER. When personnel are employed somewhere other
than their parent unit, the employing unit shall report the individual's performance to the parent unit. This includes all duties performed during the entire
reporting period with the exception of:
a. operational deployments where personnel are attach posted away from their home unit for a period of 3 months or longer, or personnel posted on
CJOC Operational Missions (refer to sect 123; Theatre PER). In this case, the Annual PER shall be rendered prior to the deployment and
submitted IAW chap 2 sect 203 Method of Transmission;
b. where it is in the best interest of the CAF, the units and person involved to have the PER written by the employing unit and not the parent unit (refer
to sect 121; Dept ID Waiver);
c. Annual PERs submitted before the end of the reporting period (refer to sect 110; Training Lists, Non Effective Status, Exempt Drill and Training);
and
d. For Reserve Force personnel attached-posted from the Supplementary Reserve, the Cadet Instructor Cadre, or a Primary Reserve List, to another
Reserve sub-component or Primary Reserve element for the purposes of employment, the employing unit is responsible for preparation of the
Annual PER.
4. The annual reporting period for all military personnel is 01 April to 31 March inclusive. Regular Force Commanding Officers will submit one Annual PER
or one PERX (refer to sect 118) to the appropriate agency (refer to chap 2 sect 203, Method of Transmission) on all personnel who, at the end of the
reporting period, are on the unit effective strength as defined by the most current Unit Manning Report (UMR). An Annual PER or PERX will not be
required in cases where a Theatre PER covers the entire reporting period, 01 Apr to 31 Mar inclusive. In all other cases refer to section 123: Theatre
PER. Reserve Force Commanding Officers shall use effective strength nominal rolls, plus personnel placed on Non-Effective Status (NES), unless
otherwise directed by appropriate Environmental Command order or equivalent direction.
5. Formed Units. The Annual PER is to be used to report performance for personnel of formed units and sub-units while operationally deployed. Theatre
PERs are not to be used for personnel of formed units/sub-units without DMCSS 2 authority. Where the formed unit is deployed operationally and a rear
party remains behind in Canada, the Section 5 and, if appropriate Section 6, rankings are to be conducted in the same fashion as if the unit were
geographically co-located as is the practice in units with multiple detachments. The unit's own Dept ID not the mission Dept ID is used for these Annual
PERs. Units formed for missions that consist solely of attached posted personnel, i.e. Golan Heights, CFS Alert will use the Theatre PER.
6. In addition, supplementary reporting channels for specific occupations are detailed in chapter 3 and specific instructions for CFPAS PER forms are
contained in the following chapters:
a. S1/Cpl to CPO2/MWO and Lt(N)/Capt to Cdr/LCol – Chapter 5;
b. CPO1/ CWO – Chapter 6;
c. CAF Senior Officers – Chapter 7; and
d. Chaplains – Chapter 8.
105. Responsibility of Commanding Officers
1. The responsibility for conducting the PDR process for each individual and for submission of an individual's PER or PER Exemption (PERX) rests with
that person's Commanding Officer. This responsibility includes the following:
a. ensure all personnel are afforded the developmental opportunities made available by the full implementation of the PDR process;
b. ensure all eligible personnel under their command receive one Annual PER or one PERX per year;
c. ensure that all required information concerning the performance and potential of personnel during the entire reporting period is incorporated into
the PER;
d. complete section 5 – Potential as Reviewing Officer for NCM PERs or delegate the signing of this section to;
i. a Maj/LCdr or above or civilian equivalents for PERs of CPO1/CWO and below;
ii. a Lt(N)/Capt or above or civilian equivalents for PERs of PO1/WO and below, and
iii. a Lt(N)/Capt or above or civilian equivalents for PERs of PO2/Sgt and below. When any performance assessment factor is Unacceptable
and/or when any potential factor is Low, the CO shall sign section 6 – Additional Review.
e. shall not delegate the signing of section 5 – Potential for both Officer and NCM PO1/WO and above PERs when any performance assessment
factor is Unacceptable and/or when any potential factor is Low;
f. complete section 4 – Descriptions as Commanding Officer for NCM PERXs, or delegate the signing of this section when a person is on BTL or ATL
for the entire reporting period to;
i. a Maj/LCdr or above or civilian equivalents for PERXs of CPO1/CWO and below, and
ii. a Lt(N)/Capt or above or civilian equivalents for PERXs of PO1/WO and below.
g. ensure all Annual PERs/PERXs are completed and submitted by 1 June;
h. ensure they approve outgoing and incoming Dept ID waivers for all personnel under their command; and
i. ensure Theatre PERs are complete and submitted as soon as practicable. Notwithstanding this, the preferred practice is to have the Theatre PER
rendered prior to the individual’s departure.
2. Commanders and NDHQ agencies must ensure that supervisors and reviewing officers are designated at the commencement of the annual reporting
period for each officer and NCM under their command. This will enable such officers and NCMs to get to know the personnel to be rated, the nature and
extent of their duties and responsibilities and their effectiveness in carrying out these duties. As a necessity, supervisors and reviewing officers must
solicit the opinions of all those to whom the rated officer/NCM provides a service.
106. Levels of Review
1. There must be at least two levels of review on every PER and normally, sections 4, 5, and 6 are each signed by a different person increasing in rank.
There are, however, rare cases where the chain of command for an individual does not fit the classic pattern and it is not possible or appropriate for a
different person or one of increasing rank to sign each section. In such cases where the environmental commander has not designated signing
authorities for these unique situations, the CO should seek the advice of DMCSS 2 in determining an appropriate course of action.
2. The minimum rank of a reviewing officer is Lt(N)/Capt and must be at least one rank higher than the person being assessed or civilian
equivalents (for Allied military personnel, refer to Chapter 1 Section 124).
107. Due Dates
1. All Regular Force Annual PERs are due at PER PROCESSING CENTRE no later than 1 June in order to allow sufficient time for electronic selection
board preparations. Missing PER's serve to compromise the integrity of the selection process and can be to the detriment of the individuals concerned.
Reserve Force Annual PERs are due at the individual's home unit, unless an environmental command order or equivalent direction indicates
another destination, no later than 1 June.
108. Rank Changes – Promotion, Reversion, and Relinquishment
1. When an individual has been promoted, or for any cause has been reverted or has relinquished rank during the reporting period, it must be clearly
indicated in Section 3 (Official Appointments/Duties) with the effective date. The rank to be used in Section 1 of the PER is the rank held by the individual
at the end of the reporting period with exception of an acting rank Acting While So Employed (see sect 109(1)). The assessment of performance and
potential must be based on the rank held at the end of the reporting period even if a promotion or reversion occurred late in the reporting period.
2. In cases where ResF personnel accept a Class B or C contract, relinquishing their current rank, and revert to a lower substantive rank, the rank held at
the end of the reporting period is the rank used in Section 1 of the PER. Rank changes that occur in the reporting period must be indicated in Section 3 of
the PER (Official Appointments/Duties). The assessment of performance and potential must be based on the rank held at the end of the reporting period.
Note: Promotions that occur after 31 March with an effective date before 1 April do not factor into the PER (Example: A PO2/Sgt promoted to
PO1/WO 1 June with an effective date of 1 March would receive a PO2/Sgt PER).
109. Acting Rank
1. Acting While So Employed (AWSE), applies to personnel filling a position whose rank is one level higher than the individual’s substantive rank. When a
person has been promoted AWSE, it must be clearly indicated in Section 3 (Official Appointments/Duties) with the effective date. The person will be rated
and the PER will be written in the person's substantive rank, even if the person holds an AWSE rank at the end of the reporting period.
2. Acting Lacking (AL), applies to personnel who have been promoted lacking a qualification. In these cases, the subordinate shall be assessed on
performance at the end of the reporting period in the AL rank.
110. Training Lists; Non Effective Status; Exempt Drill and Training
1. The Canadian Forces maintains a series of establishments that are not units in the normal sense, but reflect career restrictions or career status. The
establishments are:
a. Basic Training List (BTL) (see section 111);
b. absent without authority;
c. leave without pay and limitations of payments (includes MATA and PATA);
d. missing;
e. Advanced Training List (ATL) (see section 111 and 115);
f. Canadian Armed Forces Transition Group (CAF TG) (see section 116); and
g. Subsidized University Training List (SUTL) (see section 111).
2. Action when personnel are posted to and from any of the above establishments:
a. when a person is assigned or posted to any of the above establishments and will not be returning prior to the end of the reporting period, the losing
unit is responsible for writing the Annual PER or PER Exemption (PERX; see sect 118), which is to be forwarded IAW chap 2 sect 203 Method of
Transmission. This PER shall be rendered prior to departure and the reporting period is to cover 01 Apr to the Change Of Status (COS) date.
Comment must be made in section 3 of the PER indicating the posting and COS date; and
Note: No potential ranking in MOS in rank within the unit is to be completed when a person is assigned or posted prior to 01 Jan to any of the
above establishments.. Personnel in receipt of this Annual PER or PERX shall not count toward the ranking total (see chap 5 sect 506(4), Potential
Ranking)
b. when a person is posted from any of the above establishments to a functional unit the gaining unit submits an Annual PER for that entire reporting
period using the course report, information from the PDR supplied by the previous unit if applicable, and the person's service with the unit.
3. Periods of Non-Effective Status (NES) or Exemption from Duty and Training (ED&T) will be indicated on a Reserve Force person's Annual PER.
Personnel shall be rated on their performance and potential during a regular reporting period prior to, and/or following periods of NES or ED&T, unless
otherwise directed by appropriate Environment Command order or equivalent direction. Where the entire reporting period has been spent on NES or
ED&T, a PERX should be prepared to account for the absence of an Annual PER on the person’s file.
Note: Refer to Section 111 for personnel who are on BTL or ATL for the entire reporting period, 01 Apr to 31 Mar inclusive.
111. Attendance on Courses and at University
1. All CF 377 Course Reports are to be placed on the individual's PERMIS file, held at NDHQ (Regular Force) or as detailed in the appropriate
Environmental Command order or equivalent direction (Reserve Force).
2. Refer to sect 110 for initial posting to BTL or ATL (see sect 115 for additional information related to ATL). While on BTL or ATL personnel shall receive
one course report annually as a minimum.
3. Personnel who arrive at the training institution during the current reporting period and received an Annual PER or PER Exemption (PERX), IAW sect 110
(2a), no further action is required by the gaining administration unit (refer to para 4 for subsequent reporting periods). For those personnel that require
and did not receive an Annual PER or PERX (refer to sect 104(3)), he or she must contact their previous/losing unit for the required Annual PER or
PERX.
4. For Regular Force personnel who are on BTL or ATL for the entire reporting period, 01 Apr to 31 Mar inclusive, the administration unit (school, support
unit or University Liaison Officer) for the student shall render a PERX (see sect 118) to account for the student’s service (this includes personnel on all
University Training Plans, Subsidized University Training Lists, and post graduate or doctoral training). In this case, the CO may delegate the signing of
the PERX IAW sect 105(1f). PERX will not be submitted for the ranks of S2-S3/Pte, NCdt/OCDT, ASLt/2Lt, or SLt/Lt.
Note: Personnel on BTL are not to receive an Annual PER. They are considered non-trained effective strength while undergoing the basic level training
required to reach the Operational Functional Point (OFP) for an occupation. At this OFP they are considered qualified in the occupation and will be posted from
BTL into a trained effective strength position (refer to sect 110).
112. Component Transfer (CT)
1. Personnel who transfer from the Primary Reserve to the Regular Force or from the Regular Force to the Primary Reserve are to be treated as if they
were being posted: where the person remains qualified and employed (i.e. not on the BTL), the losing unit is to render a PDR for inclusion in the
personnel file and the gaining unit is to write the Annual PER covering the entire reporting period using that PDR. Where the person either
simultaneously conducts an occupation transfer or requires training to become occupation or rank qualified, the person is to be treated IAW section 110
(2) and given a PER or PDR as applicable. In all cases, the evaluation is to be an accurate appraisal of the person’s performance and potential to serve
in the CAF, rather than in a particular component.
Note: The Opt Out memo is no longer in effect after a person releases and/or transfers from the Primary Reserve to the Regular Force or from the
Regular Force to the Primary Reserve.
2. On component transfer personnel must work with their unit to ensure their PER file is up-to-date. For Regular Force personnel, all PERs are held in
PERMIS, while DMCSS 2 (PER PROCESSING CENTRE) only holds the last 5 original PERs. On request by the member DMCSS 2 can e-mail the
document(s) by PKI to the member and/or the new home Reserve unit. For former Reservists, the PERs are normally held at the home Reserve unit, the
originals are to be mailed to the PER PROCESSING CENTRE IAW chap 2 sect 203, Method of Transmission, with a copy of the Enrolment Transfer
Posting (ETP) Instruction message authorizing the component transfer to the Regular Force.
113. Release
1. A person who releases, commences retirement leave or commences Vocational Rehabilitation training prior to 31 March and has not elected to join the
Supplementary Reserve or Primary Reserve directly will not receive an Annual PER, PDR, or PERX for that reporting period.
2. A person who releases, commences retirement leave or commences Vocational Rehabilitation training prior to 31 March and has elected to join the
Supplementary Reserve or Primary Reserve directly will receive an Annual PER if sufficient observation has occurred to make an accurate PER
assessment possible. The Annual PER is to be forwarded to PER Processing Centre IAW chap 2 sect 203, Method of Transmission. In cases where a
PER cannot be rendered, a PDR (not PERX) is to be written. The PDR is to be placed on the personnel file. The PER or PDR is to cover 01 April to the
release date.
Note: Personnel in receipt of an Annual PER prior to 01 Jan, Section 5 - Potential ranking shall indicate 0 of 0 and shall not count toward the Unit’s
ranking total.
3. PER drafters are reminded that the aforementioned personnel are not to be penalized on the basis of their anticipated change in status, particularly with
regard to the assessment of potential. The rendering of these PERs ensures continuity of assessment and continued development for those who, having
joined the Supplementary Reserve, may choose to serve in the Primary Reserve at a later date.
114. Commissioning
1. When a person is transferred to the BTL and will not join a functional unit prior to the end of the reporting period, whether appointed Officer Cadet or
commissioned to any rank, the provisions of section 110 applies. The PER or PDR, as applicable, is rendered in the NCM rank held on the day prior to
appointment or commissioning.
2. When a person is commissioned to the rank of Lt(N)/Capt or higher and is anticipated to be occupation qualified prior to the end of the reporting period, a
PDR is to be rendered in the NCM rank held on the day prior to the commissioning and a PER is to be rendered at the end of the reporting period in the
new officer rank. The PER is to mention performance in both ranks held but potential is to be assessed in the next highest officer rank only.
115. ATL
1. Personnel posted to the ATL prior to 1 October of each year and who are not expected to join a functional unit prior to 31 March of the following year will
require an Annual PER or PER Exemption (PERX) rendered by the losing unit prior to departure, with the following caveats:
a. Annual PER can be rendered;
i. on any number of days of observation as the CO sees fit;
ii. must cover the period from the beginning of the reporting period to the COS date. Comment must be made in section 3 of the PER indicating
the posting and COS date, and
iii. section 5 – Potential ranking shall indicate 0 of 0 when posted prior to 01 Jan (see chap 5 sect 506(4) Potential Ranking).
b. PERX should only be rendered by the losing unit when observation is so limited as to render it impossible to accurately report upon a person's
performance and potential, then the unit CO may consider rendering a PER Exemption (PERX). The CO's authority in this regard must be
exercised judiciously with an awareness that under no circumstances should an exemption be selected simply to save staff effort. Where
uncertainty exists, DMCSS 2 should be consulted. (see sect 118). The PERX reporting period is to cover 01 Apr to the COS date.
Note: Personnel in receipt of this Annual PER or a PERX shall not count toward the Unit’s ranking total.
2. Personnel assigned to the ATL prior to 1 October and who are expected to join a functional unit prior to 31 March of the following year will require a PDR
rendered prior to departure. The signed original is to be placed in the individual’s file and will be used with the course report to form the basis of the
Annual PER by the gaining unit.
3. Personnel assigned to the ATL prior to 1 October and who return unexpectedly prior to the end of the reporting period due to illness, failure, course
withdrawal, etc... will require a new Annual PER to replace the Annual PER or PERX rendered prior to departure. Refer to sect 119 – Replacement PERs
for procedures on rendering the new Annual PER.
116. CAF TG and Retained Personnel
1. Personnel are posted to CAF TG for a variety of purposes and their professional development and assessment must continue to be considered. PER and
PDR drafters are reminded that personnel posted to CAF TG are not to be penalized on the basis of their status. The following situations are provided as
a guide to determining whether to render an Annual PER, PDR, or PER Exemption (PERX):
a. when a person is posted to CAF TG, a PDR shall be rendered prior to departure from the losing unit and forwarded to the gaining unit, covering 01
Apr to the COS Date. At the end of the reporting period, CAF TG administering staff, in consultation with the employing unit will determine if an
Annual PER or PERX is to be rendered and whether CAF TG administering staff or the employing unit will complete the PER. In cases where it is
determined that the employing unit will be completing the PER, CAF TG administering staff will submit a Dept ID Waiver IAW Section 121;
b. when a person has been employed in a significantly reduced work capacity, unable to be observed, and/or on extended sick leave, CAF TG
administering staff will submit a PERX; and
c. when a person poste to CAF TG is subsequently released, refer to Section 113.
2. Retained personnel are to receive PERs completed in the standard fashion in every respect and are not to be penalized on the basis of their status,
particularly with regard to the assessment of potential and unit ranking. Accordingly, a retained person is to receive a potential ranking and is to receive a
promotion recommendation in keeping with the scoring of the potential factors (PF) in section 5.
117. Reporting of Other Factors On PERs
1. The reporting of other factors in the PER will be done as follows:
a. compassionate, administrative, medical and/or disciplinary problems are to be commented on when they result in restricted employment and/or
affect the individual's performance, deportment, behaviour and/or bearing;
b. when applicable, mention of prior counselling of the person may be included when it is relevant in reporting restricted employment and/or the
assessment of the person's performance or behaviour;
c. convictions under the Criminal Code of Canada or the National Defense Act that occur during the reporting period must be detailed in a brief
factual statement (including date of conviction) when the conviction results in restricted employment, has an adverse effect on performance, or
results in a reduction of rank as a result of a sentence awarded by a service tribunal;
d. charge laid against the individual in the reporting period but which has not been resolved within the reporting period will only be mentioned in the
PER, in the case of the Regular Force, with NDHQ/DMCSS 2's written authorization and in the case of the Reserve Force, IAW the appropriate
Environmental Command order or equivalent direction. Authority will only be granted on an individual basis through DMCSS 2 and normally only
when the accused person has freely admitted to all of the particulars after being properly cautioned and afforded the opportunity to consult legal
counsel;
e. information relating to the following Canadian Human Rights Act (CHRA) prescribed grounds of discrimination shall not be mentioned in the PER:
race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status, disability and conviction for which a pardon
has been granted; and
f. for personnel who have submitted a career progression refusal through the Chain of Command to the Career Manager, this is considered personal
in nature and can be lifted at any time. This information shall not be mentioned in the PER and PER drafters are reminded to base the evaluation
on observed Performance/Potential using the applicable rating scales.
2. Any changes to a situation outlined in a PER with regard to a punishment previously reported as a result of commutation, mitigation or remission of
punishment, or by quashing of conviction or punishment, shall be reported immediately to NDHQ for the Regular Force and to the appropriate
Environmental Commander or equivalent for the Reserve Force for annotation on the individual's archive file.
3. In deciding to mention other factors in a PER, COs should consider that an incident may be dealt with only once and that it is not appropriate to raise the
matter again when administrative or disciplinary action spanning more than one reporting period is completed. This ensures that all personnel are treated
consistently and that the matter is kept in perspective.
118. PER Exemptions
1. There is no defined minimum observation period to produce an Annual PER. However, in those rare instances where observation is so limited as to
render it impossible to accurately report upon a person's performance and potential, then the unit CO may consider rendering a PER Exemption (PERX).
The CO's authority in this regard must be exercised judiciously with an awareness that under no circumstances should an exemption be selected simply
to save staff effort.
2. Unlike PERX’s rendered on Regular Force personnel who are on BTL or ATL for the entire reporting period, 01 Apr to 31 Mar inclusive (See Chap 105
and 111), CO’s cannot delegate their authority to produce any other types of PERX on their personnel. Where uncertainty exists, DMCSS 2 should be
consulted.
Note: PERX shall not be used for promotions that occur late in the Reporting Period (refer to sect 108)
3. With exception of personnel authorized to Opt Out, personnel receiving a PERX should be made aware that there is neither an advantage nor a
disadvantage to having a PERX over having a short observation period Annual PER.
4. Section 4 – Descriptions of the PERX form shall not report on any performance or potential in the narrative area to the right, but rather an explanation of
what was happening during the given time frame that precluded observation.
Note: Text cannot be added in the area between Section 4 – Descriptions signature block and Section 5 – Member signature block. The area is only used as
space filler for scanning purposes only.
119. Replacement PER
General
1. The reasons for replacing a PER range from correcting an administrative error to resolving an individual’s informal resolution or grievance request at the
Unit level. Every effort is to be made to resolve PER disputes early, locally and informally. With the intent of mitigating and expediting resolution to
disputes when they occur, the subordinate should be given time to review the PER and be encouraged to point out errors and omissions in the PER prior
to signing. A best practice suggests that the subordinate be given a copy of their PER 24 hours in advance of their interview in order to allow time to read
the PER, reflect on its content and prepare for a productive interview. In doing so, the subordinate may present additional information that causes the
signatories to agree to make changes to the PER with or without submitting a grievance. Once the subordinate signs a PER, the signature on the PER
signifies that he/she has read and understood the assessment, which includes personnel who refuse to sign.
Note: The subordinate’s signature date or date refusing to sign on the PER becomes the reference date for time limits set out below.
2. When adjudicating as commanding officer for informal resolution or initial authority for grievances, the following should be considered:
a. the absence of a PDR or existence of a hostile relationship with a supervisor or other poor treatment, alleged or substantiated, is not, in and of
itself, justification for higher scores or a better ranking (absence of a PDR is cause for consideration when writing the supervisor’s PER);
b. the requirement for any change in score or promotion recommendation must be properly substantiated by the person with corroborated information
congruent with the word pictures contained in the rating scales at a higher rating;
c. the scores or ranking a person received the previous year are irrelevant in assessing the current year PER; and
d. the fact that the person’s file was not selected for Annual Selection Board review or was not scored sufficiently to result in promotion is not
justification for a higher score or ranking
Informal Resolution
3. Commanding Officer (CO). As the initial means to resolve PER disputes, COs are strongly encouraged to resolve informal resolution and administrative
errors early and informally, rather than a grievance. Since replacement PER’s late arrival greatly complicates the Annual Selection Board process, COs
should have reservation entertaining informal resolution request after the Annual Selection Board process has begun. The Annual Selection Board
preparation process begins early August yearly. In cases where a CO is not able to facilitate resolution, then the member should be notified as soon as
possible so that his/her grievance can be formalized and submitted within the mandated time limit pursuant to QR&O 7.06. It is very important for COs
to understand that a NOI to grieve does not extend the time limit under QR&O paragraph 7.06(1). Therefore, COs should act early upon receipt of
a NOI to grieve.
Note: The IA for a personnel evaluation report (PER) grievance will normally be the CO of the unit that completed the PER. The CO’s involvement
in the unit PER process does not preclude the CO from acting as the IA. If, however, the CO is a signatory on the PER, QR&O 7.14(2) applies and
the grievance must be referred to the next superior officer. A unit CO who receives a PER dispute concerning a theatre PER must forward the
informal resolution request to the appropriate theatre CO or commander (CJOC J1 Grievances).
4. Cover Letter. Submission requirements for Regular Force replacement PERs will vary depending on whether or not the new PER replaces a PER that
has been registered by DMCSS2:
a. if the new PER replaces a PER that has been registered by DMCSS 2, the CO must provide a cover letter with the new PER submission to the
PER Processing Centre IAW chap 2 sect 203, Method of Transmission. The cover letter for informal resolution must;
i. explain why the submission of the replacement PER was necessary,
ii. provide an explanation in the event that any of the original signatories of sections 4, 5 or 6 (as appropriate) is not the same as those on the
original PER, and
iii. when applicable, attach a copy of the implementation letter.
b. if the new PER replaces a PER that has not been registered by DMCSS2 , the new PER is to be submitted as per normal procedures contained in
chap 2 sect 203, Method of Transmission.
c. an example of a Cover Letter is available in the table of content under section 119.
Note: A PER that has been rejected and returned to unit has not been registered by DMCSS2. When this PER is corrected, it is referred to as a
“Resubmission.” A resubmission PER is equal to an original PER submission since it doesn’t change any registered records. The resubmission PER
is to be submitted as per normal procedures contained in chap 2 sect 203, Method of Transmission.
Grievance Request
5. Grievance Time Limit. The griever’s signature date on the original PER is the reference date for the submission of a grievance set out in QR&O 7.06 -
Time Limit to Submit Grievance. The process for military grievance is found on the DGCFGA site.
Note: The IA for theatre replacement PERs is the appropriate theatre CO or commander (CJOC J1 Grievances).
PER Amendments
6. Replacement PERs submitted to the PER Processing Centre are analyzed on receipt in order to determine any impact on the Annual Selection Board
process. DMCSS 2 will notify the CO/IA that the original PER submission has been destroyed and replaced by the new PER accordingly.
7. In order to avoid having the replacement PER returned to the originator, the CO/IA must ensure that the new PER is completed, specifically ensuring:
a. no signatures are missing;
b. applicable cover letter requirements are adhered to;
c. Dept ID is the same Dept ID as on the original PER;
d. subordinate’s/grievor’s signature date is the day that the new PER is signed and not the dates as shown on the original PER; and
e. the replacement PER is CFPAS compliant.
Note: Replacement PERs will not be accepted when they are based on promotions that occur after 31 March with an effective date before 1 April (refer
to sect 108(2)) and personnel who Opt Out (see sect 125).
119. Replacement PER Sample Letter
120. PER Monitoring
1. The PER agency at NDHQ (DMCSS 2) is authorized to deal directly with units on PER matters including discussion of returned PERs, pursuit of
unaccounted for PERs and explanation of the PER system. Similar authority is exercised by designated Environmental Command order or equivalent
direction for Reserve PERs.
2. Monitoring for quality control is not performed at NDHQ for Regular Force personnel nor at Parent Commands for Reserve Force personnel. Neither
have resources to ensure PER accuracy beyond gross errors. It is therefore paramount that the chain of command of each unit verifies all PERs to
ensure that:
a. PERs are properly completed;
b. each section is signed and dated;
c. the reporting period is valid; and
d. a common standard of reporting is maintained.
3. It must be stressed that accuracy in reporting is essential. It is imperative that units and chain of command continue to play their vital roles in monitoring
the PER process and ensuring that all scores are justified. The latter includes ensuring that the narrative supports the assigned scores as failure to do so
will ultimately be to the person's detriment when the PER is used in various selection processes.
121. Dept ID Waiver
1. Dept ID Waivers only apply to Regular Force Annual PERs/CERs and PER Exemptions (PERX), and do not apply to Theatre PERs/CERs or Reserve
Force PERs/CERs. Where it is in the best interest of the CAF, the units, and the person involved to have the Annual PER rendered by a unit that is not
the parent unit, a Departmental Identification Waiver must be requested. Two possible situations where a Dept ID Waiver will be required:
a. a person is posted late in the reporting period (i.e. COS date of 01 Jan to 31 Mar). I n this case it may be in the best interest for all involved for the
PER to be rendered by the losing unit who would have employed the individual for the largest portion of the reporting period. The parent unit will
then provide a PDR to the losing unit covering the period from COS date to 31 Mar; or
b. a person is attach posted to a unit that is not deployed (for deployed personnel refer to Theatre PER in sect 123) and is employed by that unit for 6
months or greater. In this case it may be in the best interest for all involved for the PER to be rendered by the unit where the largest portion of the
reporting period occurred. The parent unit will then provide a PDR to the employing unit
2. It is imperative that no member received two Annual PER, therefore Dept ID Waivers must have concurrence from both unit COs.
3. In all cases where the units cannot agree, the parent unit as of 31 March is responsible for and will render the PER with the employing/losing unit
providing a PDR to the parent unit.
4. Once both unit COs agree to the Dept ID Waiver, units will complete the process by transferring the personnel in Monitor Mass (MM) by using the MM
PER tracker transfer tools. The unit writing the Annual PER at para 2b will use their own Dept ID in section 2 of the PER and rank the person IAW chap 5
sect 506(4) and when appropriate sect 507. Section 2 of the PER, Time in Job, is to cover actual employment at the writing unit, whereas Section 3 is to
capture both the writing unit and the parent unit’s primary duties. Example; a person is posted to Unit A (parent unit) 01 Feb from Unit B (writing unit).
Section 2 Time in Job at Unit B is 10 months plus previous employment for current reporting period, and Unit A will add the 2 months to the 12 months for
the next reporting period. Section 3 is to show primary duties at Unit A (2) and primary duties at Unit B (10) for a total of 12 months.
122. Fitness Test Ratings
1. Member and their respective units must ensure that fitness test results do not expire and that the most current Force evaluation results are
reflected in Guardian.
2. Fitness Test Ratings. DAOD 5023-2 describes physical fitness program in the CAF. Selection Boards for promotion no longer score fitness and as a
result, the Fitness Test assessment is meant to promote discussion of physical fitness between supervisors and subordinates.
Note: CAF fitness test results shall not be considered or included in any AF or PF rating as appropriate administrative measures are
provided in DAOD 5023-2.
3. The following defines Fitness Test ratings of the PER:
a. pass. A person who passed the fitness test. No comment required in the narrative. Results are valid for 365 days beginning on the date when the
pass rating was achieved;
b. exempt. No longer used;
c. med excused. No longer used;
d. fail. No longer used; and
e. not tested. A person was not tested for any reason. No comment required in the narrative, as the CoC would have dealt with the administrative
situation as applicable.
123. Theatre PERs
1. Theatre PERs are not ranked (refer to chap 5 sect 506(4), Potential Ranking) and only applies to augmentees who are attached posted away from their
home unit for operational deployments of 3 months duration or more, or personnel posted on CJOC Operational Missions. For deployments that are less
than 3 months, a PDR is to be rendered instead and is to be reported back to the augmentee’s home unit for inclusion in the Annual PER.
2. A Theatre PER is not to be submitted for the ranks of S2-S3/Pte, NCdt/OCDT, ASLt/2Lt, or SLt/Lt, a PDR is to be rendered instead
3. Reporting Period. Theatre PERs are not restricted to the Annual PER end date of 31 March. However, they are not to exceed 365 days. An individual
whose tour is extended beyond one year for 3 months duration or more shall receive a second Theatre PER, otherwise a PDR is to be rendered and
reported back to the augmentee’s home unit for inclusion into the Annual PER. In cases where personnel are posted on CJOC Operational Missions the
Theatre PER will commence the day the person arrives in Theatre and end on the departure date as long as the Theatre PER does not exceed 365 days.
Note: Discussion is encouraged between both deploying unit and home unit to determine the Annual PER end date and the Theatre PER start
date. In any case of uncertainty of reporting requirements DMCSS 2 shall be consulted.
4. Dept ID. The operational mission Dept ID is to be used.
5. Pre-Deployment Training. When pre-deployment training occurs in the second half of the reporting period, a PDR covering the period of training is to be
reported back to the augmentee’s home unit for inclusion in the Annual PER. When pre-deployment training occurs in the first half of the reporting period,
it is to be reported in the Theatre PER. The result is a Theatre PER observation period of 365 days or less and a full and more meaningful Annual PER.
Note: In cases where personnel are posted on CJOC Operational Missions, pre-deployment training is to be reported back to the home unit for
inclusion into the Annual PER.
6. PER drafters are reminded that activities reported upon in a person's Theatre PER shall not be incorporated into the Annual PER.
7. The requirement for a Theatre PER is not connected in any way to the receipt of or expectation of special allowances or financial entitlements.
8. Commanders are responsible for the drafting of PERs for all those personnel within their assigned Dept ID, which includes any personnel attach posted
to foreign units or organizations. In the case of attach postings within an operation the direction outlined in chap 3 sect 307 (Canadian Forces Personnel
OUTCAN) of the CFPAS help file applies to all ranks. In the case of legal officers, the Theatre PER is to be completed by the CAF legal officer to whom
the officer reported upon the performance of legal duties or a DJAG as designated for that purpose by the JAG.
9. Completed Theatre PERs shall be submitted IAW chap 2 sect 203 Method of Transmission.
10. The submission of a Theatre PER does not remove the requirement to submit an Annual PER or PERX unless the Theatre PER covers the entire
reporting period 01 Apr to 31 Mar inclusive (see sect 104(4)).
124. Allied Military Supervisor and/or Reviewing Officer
1. PER preparation is a CAF responsibility and COs shall ensure that PERs with input from Allied military personnel, who are in the chain of command, are
assisted by CAF supervisors. Allied military personnel of appropriate rank making evaluations that have:
a. a Developing or Ready promotion recommendation may sign Section 4 of the PER, but Section 5 must be signed by a Canadian Commissioned
Officer of appropriate rank (refer to sections 105 para 1d and 506 para 1); or
b. a No or Immediate promotion recommendation may sign Sections 4 and/or 5 of the PER, but Section 6 must be signed by a Canadian
Commissioned Officer of appropriate rank (refer to section 507 para 2).
125. Opt Out / Opt Back In
Opt Out
1. Personnel who no longer wish to compete for promotion at future selection boards may request to Opt Out. Accordingly, personnel shall signal their
desire to do so by requesting to Opt out of receiving Annual PERs. Prior to making a formal request members shall discuss their intention with their chain
of command. The formal request to Opt out must be staffed through the members’ chain of commands to D Mil C using form DND 4638-E. This form is
available on the website (http://cmp-cpm.mil.ca/en/recruitment-careers/cfpas/index.page) and is the only approved form to be used due to the importance
of the career implications. D Mil C is the approving authority of an Opt Out. Examples of personnel that are envisioned to make use of this offer include
personnel:
a. who are close to retirement or release;
b. who do not have and will not gain a prerequisite qualification or foundational experience for promotion competition; or
c. whose time in rank may be taken to signify that promotion is unlikely.
2. Opt Out does not reduce the mbr’s responsibility to perform their duties, and it does not preclude:
1. deployment;
2. attending courses;
3. posting; and
4. consideration for any honours and recognition.
3. Opt Out status does not preclude submission of an Annual PER when it is required to reporting performance issues and other factors (see sect 117)
during the Opt Out period.
4. While Opt Out status is in effect there is no possibility of merit based promotion in future years. An Opt Out has no effect on a member’s current Merit List
standing. Those who merited promotion prior to Opting Out will continue to be considered for promotion during the year for which they merited promotion.
5. Personnel may Opt Out at any time, but for optimal PER administration, should submit their Opt Out form, DND 4638-E, through their chain of command
to D Mil C NLT January of the year they wish to Opt Out. Personnel must inform each new supervisor that they have Opted Out of receiving an Annual
PER. An approved Opt Out request remains in effect until a person has been approved to Opt Back In. Opt Out status lapses upon release, Occupational
Transfer or Component Transfer.
6. The members unit is to send the Opt Out form, DND 4638-E to the applicable Regular Force Career Manager (CM) by email. For the Reserve Force, the
unit will send the Opt Out form, DND 4638-E to the appropriate authority as designated by the individual L1’s. The Regular Force Career Manager or
Reserve Force L1 must advise the member whether their Opt out request has been approved or not.
7. Personnel who have been authorized to Opt out shall receive a PERX (see sect 118). Unless the mbr decides to OPT IN, they shall continue to receive
PERXs thereafter. Supervisors shall use “Opt Out of Receiving an Annual PER” from the drop down menu in Section 4 of the PERX and provide the
following comment, “a PDR with meaningful feedback was provided in lieu of a scored/ranked PER”. Personnel will continue to receive Theatre PER’s
(see sect 123) and Branch Inserts (see chap 3), as applicable.
8. An OPT OUT PERX may not be submitted to replace an Annual PER that has already been sent by the Unit. If the PER has left the unit, the Opt Out
PERX is to be submitted for the next reporting period.
Opt Back In
9. D Mil C is the Opt In approving authority. The member’s unit will send a scanned copy of the Opt back in request memo to the applicable Regular Force
Career Manager by email. For the Reserve Force, the member’s unit will send a scanned copy of the member’s unit to the appropriate L1 designate. The
Opt Back In memo is available on the CFPAS website (http://cmp-cpm.mil.ca/en/recruitment-careers/cfpas/index.page) and is the only approved form to
be used.
10. The Opt Back In memo shall be approved by D Mil C prior to 1 April to allow the rendering of an Annual PER for that reporting period. Replacement
PERs will not be accepted to replace a Opt Out PERX from previous reporting periods. The production of an Annual PER is required for consideration for
the next promotion year. Annual promotion selection boards normally occur in the Fall. Thus, if a mbr Opts Back In after April 1 in the current year, they
cannot be considered for promotion until the following year.
201. PER Instructions
1. The following instructions are provided to ensure that PERs are submitted in a standardized manner. Failure to comply with these procedures will result
in rejection of the PER by DMCSS 2 which in turn will create additional administrative work for the supervisor/unit.
2. Form Condition . PERs are electronically scanned. It is imperative that they not be folded, creased or stapled. The final printout must be done on a laser
jet printer and units are reminded to use 8 ½ X 11 letter size paper. A4 and legal size paper shall not be used.
3. Format. The following rules apply to PERs:
a. Type — 10 pitch characters per inch Arial font shall be used;
b. Type Characters — no contrasting lettering or underlining shall be used anywhere on the PER. This includes contrasts through the use of lettering
size, gothic, shape, darkness or thickness with surrounding characters;
c. Type Capitalization — letter capitalization shall be employed only according to standard grammatical usage or to conform to common military
usage (e.g., official abbreviations, ship or exercise names);
d. Numbers — Arabic numerals (e.g., 1, 6, 22) should be used throughout the assessment unless in another form as part of a recognized title (e.g., V
Corps). Numbers less than ten do not have to be written out;
e. Abbreviations and acronyms — only standard authorized abbreviations and acronyms shall be used;
f. Comments — performance and potential narratives shall not exceed 9 lines of text. Typing and signatures shall be confined to the space provided
in the individual sections. Unauthorized attachments to the PER form will not be entertained;
g. Assessment Ratings — if performed manually, shall be done in HB lead pencil; and
h. Signatures — only the individuals identified in Section 4 to Section 6 inclusive shall sign the form, using blue or black ink. It is not permitted to sign
on behalf of another.
4. Errors / Corrections. A PER should be free of errors. However, when it is necessary to manually correct an error, the correction is to be neat and
witnessed by the person being assessed. Errors are witnessed in blue or black ink by initialing beside the correction. If initialing beside the correction is
impractical or the correction results in an illegible PER, then the PER should be re-printed and signed to ensure that a legible copy is available to future
Selection Boards. The use of “white-out” or other correction chemicals or materials is not authorized. Information that identifies the subordinate at section
1, the signatories’ information in sections 4 to 6, or information that could influence scoring at selection boards cannot be ink amended or manually
corrected. DMCSS2 will not accept PERs with ink amended SNs, names, ranks, titles, any information within section 3, any rating dots or any rankings.
5. Language of Completion. In accordance with the DND Official Languages policy, PERs will be written in the official language of choice of the person
regardless of the language designation of the unit. Starting with the 20/21 PERs, the Member’s Preferred Language of Completion at Section 2 can no
longer be “Either”.
6. Use of Genders. PERs are to be gender neutral.
202. Copies of PER
1. Only the original version of the Annual and/or Theatre PER shall be submitted to NDHQ by unit COs . Copies or extracts of Annual and Theatre
PERs are not to be retained by the originating unit nor by any individual other than the person assessed. Drafts prepared shall be destroyed on
completion of the final copy of the PER and are never to be shared with the subordinate who is the subject of the PER. Common sense provides that the
chief clerk of each unit may keep a copy of all signed PER's only until the 728 document receipt is received back indicating the safe arrival of the unit's
PERs at NDHQ. At the time of the interview, the person will be provided with a copy of the completed signed PER. If any corrections are made to the
PER subsequent to the person receiving a copy, the person is to be given a copy of the corrected document.
203. Method of Transmission
1. Completed original Annual PERs/CERs/PERX are due no later than 1 June and Theatre PERs as soon as practical. Shipments will be sent in
accordance with National Defence Security Orders and Directives (NDSODs). For:
a. Regular Force personnel, they are to be submitted to:
PER PROCESSING CENTRE

National Defence Headquarters
MGen George R. Pearkes Building
101 Colonel By Dr
Ottawa ON K1A 0K2
b. Reserve Force personnel, they are to be submitted to the person's home unit unless directed otherwise by the appropriate Environmental
command order or equivalent direction.
2. Units are highly encouraged to use the Monitor Mass PER monitoring function to track the status of their PERs. Unit PERMON coordinators must
familiarize themselves with the Help Documents in Monitor Mass. If they have difficulty with any aspect of the PER Summary, they must contact their
branch OPI under the “E-mail Help Desk” link in Monitor Mass for assistance;
1. If Monitor Mass is used; PERs/CERs/PERX will be submitted with the Monitor Mass generated DND 728. The self-addressed envelope
and mail back copy of the DND 728 are not required. PERs/CERs/PERX must be sorted in the same order of the DND 728 print out,
otherwise the shipment will be returned to unit for corrective action. DMCSS 2 will use Monitor Mass with an e-mail to the DND 728
generator to flag rejected PERs/CERs/PERX requiring correction.
2. If Monitor Mass is not used, PERs/CERs/PERX will be submitted with a self-addressed envelope with duplicate DND 728.
PERs/CERs/PERX must be sorted in the same order of the DND 728, otherwise the PERs/CERs/PERX will be returned to unit for
corrective action. DMCSS 2 will use the provided envelope to return the DND 728. Any rejected PERs will be flagged by e-mail to the
DND 728 generator. DMCSS 2 will not use Monitor Mass when the unit has not used Monitor Mass.
Note: Replacement PERs/CERs/PERX as well as PERs/CERs/PERX submission from previous reporting periods shall be submitted with a
covering letter signed by the CO for non-grievance or the IA for grievance PERs that have left the Unit (see chap 1 sect 119 for info).
301. General
1. This section details the supplementary reporting channels for Regular Force officers and NCMs. The PERs of officers and NCMs employed as NDHQ
career managers are exempt from the supplementary reporting channels. For personnel of the Reserve Force, routing of PERs is designated by the
appropriate authority.
2. With the exception of the reporting channels listed in this chapter, reporting channels shall follow the chain of command.
3. When, in accordance with this chapter, reporting channels do not follow the chain of command, commenting officers outside the chain of command must
confine their comments to aspects of professional competence that they are qualified to assess. Under no circumstances may they alter or amend the
ratings assigned by the supervisor and reviewing officer, although they may indicate disagreement in their comments when matters of professional
competence are at issue.
4. Commanders and NDHQ agencies must ensure that supervisors and reviewing officers are designated at the commencement of the annual reporting
period for each officer and NCM under their command. This will enable such officers and NCMs to get to know the personnel to be rated, the nature and
extent of their duties and responsibilities and their effectiveness in carrying out these duties. As a necessity, supervisors and reviewing officers must
solicit the opinions of all those to whom the rated officer/NCM provides a service.
302. Canadian Forces Medical Services (CFMS) Officers
1. The following additional provisions apply in the staffing of all medical officers (MOS MED):
a. Medical Officer PERs shall be completed in accordance with the normal reporting channels. Annual PERs shall be forwarded, signed, to PER
PROCESSING CENTRE by 1 June, while applicable Theatre PERs shall be forwarded, signed, to PER PROCESSING CENTRE as expeditiously
as possible following completion of operational deployments;
b. MO Inserts are no longer necessary. Therefore, it is essential to capture both the chain of command and the prof-tech perspectives in the Annual
PER;
c. The PER is to be written as normal using the word pictures contained in the Rating Scales of the rank in question. However, when considering the
assessment factors, it is now mandatory to also consider the MOs performance and potential both as an officer and as a clinician; and
d. In cases where the PER drafter is a non-clinician, the drafter will mandatorily consider and integrate input from the appropriate prof-tech authority
(e.g. B/WSurg for clinic MOs, Fmn Surgs for B/WSurgs, Comd Surg for Fmn Surgs, Surg Gen Advisors for Specialist MOs). This is not required for
MOs in non-clinical/non-scientific roles.
303. Canadian Forces Dental Officers (CFDS) Officers
1. The following additional provisions apply to dental officers :
a. 1 Dental Unit Detachment Line Officers:
i. the supervisor is the dental detachment commander;
ii. the reviewing officer is the CO 1 Dental Unit, and
iii. the next level of review will be in accordance with the Director General Health Services' (DGHS) instructions.
b. 1 Dental Unit Detachment Commanders (Capt & Maj):
i. the supervisor is the Regional DCO 1 Dental Unit, with written input from the Base/Wing Commander;
ii. the reviewing officer is the CO 1 Dental Unit; and
iii. the next level of review will be in accordance with the Director General Health Services (DGHS) instructions.
c. 1 Dental Unit Detachment Commanders (Lcol):
i. The supervisor is the CO 1 Dental Unit, with written input from the Base/Wing Commander;
ii. The reviewing officer is Comd CFMG; and
iii. The next level of review will be in accordance with the Director General Health Services (DGHS) instructions.
d. Director Dental Services (D Dent Svcs) Review:
i. all PERs and Branch Inserts on dental officers shall be submitted, unsigned, to D Dent Svcs for review (encrypted email acceptable for non-1
Dental Unit personnel). Identification data is to be completed on the Branch Insert form. Draft Branch Insert advisor comments will be
accepted for consideration. When sending by encrypted email, include the exact address to which the signed Branch Insert is to be returned.
The signed Branch Insert shall then be returned to the unit. The unit will interview and have the person sign both the completed PER and the
Branch Insert. Upon completion the unit will submit both forms to PER PROCESSING CENTRE by 1 June.
304. Legal Officers
1. The following additional provisions apply to legal officers:
a. in Canada Outside NDHQ:
i. the supervisor for an Assistant Judge Advocate General (AJAG) is the Deputy Judge Advocate General (DJAG) as designated by the Judge
Advocate General (JAG) to whom that AJAG is responsible in the performance of legal duties. The DJAG shall request comments of the
Commander of the Command or Formation, or his designate, and/or from any other Commander or Formation, where the Office of the AJAG
is located, which comments shall be considered in the preparation of the PER;
ii. the supervisor for a legal officer other than an AJAG, is the AJAG or Director of Law to whom the legal officer is responsible in the
performance of legal duties. The AJAG or other reporting officer shall request comments from the commander of the base where the office of
the legal officer is located and may request any other base commander or CO of a unit served by the legal officer to provide comments which
shall be considered in the preparation of the PER; and
iii. the PER of the Director of the CFMLC will be prepared and signed by Comd CDA in consultation with JAG. The PERs of all other CFMLC
legal officers will be prepared and signed by the officer occupying the position of Director or Deputy Director of the CFMLC, or such other
legal officer within CFMLC that they may designate;
b. in Canada, within NDHQ:
i. the supervising officer for a legal officer serving at NDHQ is the immediate superior officer who is at least one rank higher than the legal
officer being reported on, and
ii. PERs will not be written on legal officers who are serving as Military Trial Judges.
c. outside Canada. The supervising officer for a legal officer serving outside Canada including those serving on/in UN or NATO deployment or posts
shall be either the CAF legal officer to whom the officer reported upon the performance of legal duties or a DJAG as designated for that purpose by
the JAG;
d. completed PERs on all legal officers shall be forwarded to NDHQ/JAG (Judge Advocate General) for review, at the DJAG and/or JAG level as
appropriate, and comment as required;
e. the supervising officer for a legal officer with the DND/CAF LA organization is the immediate superior military officer or senior counsel who is at
least one rank higher or equivalent than the legal officer being reported on; and
f. upon completion, the signed PERs will be submitted to PER PROCESSING CENTRE by 1 Jun.
305. Chaplains
1. The following provisions apply to chaplains at the rank of Lt(N)/Capt, LCdr/Maj and Cdr/LCol:
a. Cdr/LCol shall be evaluated utilizing the Personnel Evaluation Report (PER) for Officers. Definitions of assessment and potential factors, and rating
scale are contained in annexes A and B to chapter 8. All Sections of the Cdr/LCol PER require completion. The signatories for Section 4, 5 and 6
of the PER are as follows;
i. Section 4 – signed by the Director within the Chaplaincy (Capt(N)/Col level),
ii. Section 5 – signed by the Chaplain General, and
iii. Section 6 – signed by the Formation Commander. In cases where it is determined that there is insufficient space for the narrative
assessment, the Formation Commander may submit a Branch Insert and annotate Section 6 with “narrative submitted via Branch Insert”.
NOTE: Potential Factor (PF) 5 – Team Ministry will be assessed using PF 5 – Administration, and PF 6 – Integrity of Vocation will be assessed
using PF 6 – Dedication;
b. Lt(N)/Capt and LCdr/Maj shall be evaluated utilizing the Chaplain Evaluation Report (CER). Definitions of assessment and potential factors, and
rating scale are contained in annexes A and B to chapter 8;
c. The Reporting Chaplain is;
i. the Supervising Chaplain, provided that chaplain is at the same rank or higher, or
ii. another chaplain or other officer approved by the Chaplain General.
d. All chaplains at the rank of Lt(N)/ Capt and LCdr/ Maj on attached posting away from their home unit for operational deployments of 3 months
duration or more shall receive a Theatre CER and chaplains at the rank of Cdr/LCol shall receive a Theatre PER;
e. Commanding Officers shall review the comments of the Reporting Chaplain and in Section 4B indicate concurrence or non-concurrence. A
separate CER CO Insert is provided for the Commanding Officer to include additional comments if desired or required;
i. If the Commanding Officer concurs with the assessment of the Reporting Chaplain, comments may be added on the separate CER CO
Insert,
ii. If the Commanding Officer indicates non-concurrence, comments shall be added on the separate CER CO Insert,
iii. The Commanding Officer may delegate this duty to an officer other than a chaplain who is no less than one rank higher than the Reviewing
Chaplain, and
iv. Reporting Chaplains are responsible for forwarding the completed, unsigned, CER with the unsigned CER CO Insert, when provided, to the
Reviewing Chaplain.
f. Section 5 will normally be completed by the next senior chaplain in the technical reporting net. For example, within CA, a unit chaplain would be
supervised by the Brigade Chaplain (Section 4A) and reviewed by the Area/Command Chaplain (Section 5);
g. Section 6 additional review will be completed by a military senior officers of a rank no lower than Capt(N)/Col or civilian equivalents for all CERs
requiring a section 6 review. (note that section 7 of the CER is no longer used, see chap 8 sect 809);
h. The CER CO Insert, when applicable, and CER with sections 5 and 6 completed shall be returned to the Reporting Chaplain for the CO’s
signature; and
i. Once the document(s) have the CO’s signature they shall be returned to the Reporting Chaplain for the CER interview and finalization. The
completed CER and if completed the CER CO Insert, shall be forwarded by the Reporting Chaplain no later than 1 June to:

101 Colonel By Dr
Ottawa ON K1A 0K2
306. Military Police
1. Delete all content based on letter from the Commander CF MP Gp dated 26 Feb 18. Given the change in the command structure for the MP Branch,
which came into effect in 2011, it has been determined that there is no longer a requirement for the MP Branch insert. As all members of the MP
performing a policing duty and function are under the command and control of a member of the MP Branch their PER is written by an MP/MPO. Those
persons employed outside of the MP Branch are not performing a policing duty and function therefore do not require specific MP Branch comments.
307. Canadian Forces Personnel OUTCAN
General
1. This section applies to CAF personnel who are filling established OUTCAN posts; on posting, attach posting or temporary duty, regardless of the
programme or activity, and regardless of the Level 1/Command these positions benefit. This section does not apply to CAF personnel employed on CAF
Deployed Operations directed by any of the Operational Commands, nor to any CAF personnel performing other OUTCAN duties of short duration under
the authority of their own Level 1/Command.
Note. CJOC Deployed Operations, Theatre PERs shall be used for personnel posted on Operational Missions, see section 123; Theatre PER.
2. The Vice Chief of the Defence Staff (VCDS) charges the L1s/Commands with the responsibility for the establishment of an appropriate and clearly
identifiable chain of command (CoC) for each of the OUTCAN personnel they employ. This CoC is reflected in Guardian for every established OUTCAN
position.
3. The overall OUTCAN programme is wide and varied. It consists of several subset programs such as NATO, NORAD, Canadian Defence Liaison Staffs
(CDLS’) and Canadian Defence Attachés (CDAs), CAF Support Units, Training (ATL), and various others. CAF personnel OUTCAN are performing these
duties under various administrative arrangements such as on exchange, liaison, attachment, detachment or secondment. While the majority of CAF
personnel OUTCAN are operationally responsive and reporting to a CAF or DND civilian superior, several members OUTCAN are under operational
control (OPCON) of a host organization/nation/unit. Regardless of the OPCON peculiarities, the L1s/Commands and their established CoC for OUTCAN
are responsible at all times for the full exercise of their command authorities, including for the drafting, monitoring, tracking, approving and debriefing of
the performance appraisal and evaluation for each and every OUTCAN CAF person under their command. While not inherently more complicated as a
result of the OUTCAN reporting, the OUTCAN PER process requires additional coordinating steps to ensure its successful and timely completion.
Note: In the first year that a person is initially posted OUTCAN on ATL, Sections 110, 111, and 115 shall apply.
PER Process
4. The following provisions apply to PERs for CAF personnel on OUTCAN duties:
a. L1s/Commands will promulgate each year a list of the OUTCAN PERs for which they are responsible, with specific instructions. This list, and the
associated Command/Group PER instructions, is to be distributed to the concerned personnel, the CoC, the OUTCAN Support Units, and the
Attaché/Advisers network;
b. OUTCAN Support Units, responsible for the administrative support to CAF personnel, will forward the PER forms to each CAF person they serve,
on behalf of the L1s/Commands;
c. CAF personnel will complete sections 1, 2, and 3 of their PER and will then forward the PER form back to their respective CAF CoC for completion;
d. where CAF personnel report and/or are operationally responsive to a Foreign organization/unit/CO;
i. the appropriate CDA, CDLS or Senior Canadian Officer (SCO), will assist the person’s CoC, if and when requested by the CoC, by
separately advising the host CO/Division Head of the requirement for a CAF PER, and in seeking specific inputs to the PER process. For
NATO, this is called an International Evaluation Report (IER) process. The Canadian Division Head, or other person in the CAF CoC
designated to write the PER, is strongly encouraged to establish contact with the individual to provide context to the IER input,
ii. the host CO/Division Head will complete and sign a PER narrative, titled “PER Narrative on RANK/NAME/SERVICE NUMBER …”, on
separate host letterhead paper. The narrative should follow the normal PER guidelines, and will be used by the CAF CoC to complete the
PER, and
iii. the appropriate CDA, CDLS or SCO will forward the signed narrative letter to the CoC for consideration. Based on their knowledge of the
subject CAF person, and the host service narrative, appropriate CDA, CDLS or SCO may provide additional comments to the CoC to assist
in the completion of section 4 of the PER.
e. where CAF personnel report to a Head of Mission (HOM), as is the case for the Comd CDLS(W), CDLS(L), and CDAs;
i. the COS VCDS on behalf of the VCDS will formally solicit each respective HOM to provide written input for the PER,
ii. the HOMs PER input will be used by the VCDS Group CoC to complete the PER,
iii. Comds CDLS(W) and CDLS(L) will complete sections 1 and 2 of the PER and forward it to the VCDS for completion, and
iv. CDAs, under the leadership of the Director Foreign Liaison (DFL) will complete sections 1 and 2 of the PER and forward it to DFL. The COS
VCDS will complete the PER for Captain(N)s/Colonels and DFL will complete the PERs for Commanders/Lieutenant-Colonels, based on
input which has been solicited from the HOM, others with whom the CDA has worked during the reporting period, and personal knowledge of
the performance of the Officer.
f. unit ranking must be effected within the respective L1s/Commands’ envelope. Be advised that several Department IDs are designed as a
“repository of OUTCAN positions belonging to a specific L1/Command” and not/not as a formed unit of the CAF with its own Canadian Forces
Organizational Order (CFOO);
g. the CoC will ensure that all sections of the PER, as applicable, for which they are responsible are duly completed;
h. once completed and reviewed, the PERs will be signed beginning at the highest level of review, through to the CAF member, who shall sign last.
There are occasions where waiting for a signature would delay submission of the PER after the 01 June deadline. In these cases, the originating
unit is to use the following procedures to obtain signatures, as applicable;
i. the originating unit is to scan the original PER and email the scanned copy to obtain the signature,
ii. the signed scanned copy is to be rescanned and emailed back to the originating unit,
iii. once the signed scanned copy is received by the originating unit, “SCANNED COPY SIGNED” shall then be printed in applicable signature
block of the original PER, dated and initialed by the supervisor, reviewing officer and or subordinate, and
iv. the original PER and the signed scanned copy shall be submitted to PER Processing Centre IAW chap 2 sect 203 Method of Transmission,
otherwise the PER will be returned to unit for corrective action.
i. the CoC is responsible to effect the appropriate debriefing of the PER for the CAF personnel OUTCAN that they force employ. Where personnel
report to a Foreign CO, the appropriate CDA, CDLS or SCO, may provide assistance in regards to debriefing the PER, at the request of the
sponsor; and
j. all signed PERs shall be forwarded to the PER Processing Centre at NDHQ no later than 1 June.
308. Canadian Forces Musicians
1. The following additional provisions apply in the staffing of all musician PERs (MUSCN 00166 and MUSC 00210):
a. Musician PERs shall be completed in accordance with the normal reporting channels. Annual PERs shall be forwarded, signed, to PER
PROCESSING CENTRE by 1 Jun, while applicable Theatre PERs shall be forwarded, signed, to PER PROCESSING CENTRE as expeditiously as
possible following completion of operational deployments;
b. Musicians shall be assessed on their professional and technical competencies in accordance with the DHH Music instructions. When a musician is
writing a PER on another musician then there is no requirement to submit the Branch Insert, supplementary to the PER process;
c. Supplementary to the PER process. Musicians that don’t have a PER written by another musician shall receive a Branch Insert. If the musician was
not working in a music environment during the reporting period, it shall state only that in the Branch Insert and the assessed musician and the
assessor designated at para 2 below will sign; and
d. It is stressed that the assessment of musicians using the PER and the Branch Insert are separate processes and while complementary, the two
appraisals shall be staffed independently. It is important that any delay in the staffing of one document not be considered a reason to delay the
other.
2. Section 3 of the Branch Insert assessment levels of review are as follows:
a. Regular Force Music Officers (Capts and Majs):
The CAF Supervisor of Music;
b. Regular Force NCMs:
The CAF Music CWO;
c. Reserve Force Officers (Majs):
The CAF Supervisor of Music;
d. Reserve Force Officers (Capts):
The Inspector of Reserve Bands; and
e. Reserve Force NCMs:
The Inspector of Reserve Bands.
401. PDR Guidelines
1. The following guidelines are meant to assist you in terms of specific activities that are required before, during and after each part of the PDR process.
Activities will vary slightly depending upon the length of time the individual has been performing the current job, the amount of variation in the job, the
length of time you have supervised the person, and the number of times you and the person have completed the PDR cycle. It is important to note that
the person has specific responsibilities in preparing for and contributing to all aspects of the CFPAS development and assessment process. It is your
responsibility to advise your subordinate to be fully prepared.
402. Preparation for the PDR Interview
Supervisor’s Responsibilities
1. Be prepared to explain the CFPAS. Read the CFPAS Help file, ensuring that you review the PDR and PER forms, understand the new concept of
assessing performance and potential separately, and that you are familiar with the assessment factors for both performance and potential. Read the
performance and potential factors corresponding to the subordinate’s rank. Be prepared to answer questions about the process posed by your
subordinates. If you have a number of subordinates, you may want to consider conducting a CFPAS education session using the CFPAS application and
Help file.
2. Write a list of Critical Tasks. The supervisor must bring a completed PDR Form (Section 1 only) to the Initial PDR Interview. To accomplish this, you
must first develop a list of job tasks. This task list must be comprehensive enough to describe the main or “critical” tasks the person will be required to
perform on the job and to permit future assessment of performance assessment factors (AF) and potential factors (PF) when the PER is written on the
subordinate. Remember as the supervisor you are responsible for assessing performance only. Prior consultation with the reviewing officer is required to
ensure the indicators for potential assessment are identified prior to consulting the subordinate. It is important to remember that this list does not need to
be exhaustive and does not represent a “contract” between the supervisor and subordinate. Rather, it is an indication of what kinds of job activities the
supervisor feels will allow the subordinate to effectively contribute to the organization and what the supervisor will be primarily focusing on when
evaluating the subordinate for PER purposes. To develop your Critical Task list, do the following:
a. if there is an existing job description, begin by reviewing it for accuracy and completeness, ensuring to get the subordinate’s input, particularly if
your subordinate has been performing the job for some time;
b. review the work requirements of the position. What products and/or services are expected? What are the most important job results you want the
subordinate to achieve during the review period?;
c. review the unit business plan, operational schedule, training schedule and other related unit work or task objectives in order to determine what
tasks can be performed by the subordinate in support of these unit objectives;
d. consult with the reviewing officer on the requirements and identifiers for potential assessment;
e. in the case of operational or support positions, and where there is no existing job description for the subordinate, it may be useful to review the
appropriate specification (Occupation, Occupation Specialty, NCM or Officer General Specifications) to determine specific tasks which are related
to the job, the MOS, rank and development period of the subordinate;
f. if applicable, review any previous job tasks set with the subordinate in previous PDR sessions and simply update as necessary. Review the
subordinate’s Career Goals (if available from a previous PDR session) to help you assign tasks that will develop the subordinate in the direction of
these goals;
g. in addition, include any secondary duties assigned to the subordinate; and
h. supervisors may group critical tasks according to performance categories (i.e., the four categories featured on the PER form; leadership, personal
abilities, communication skills and professional ability) as this may help in rating the individual and in drafting comments for the PER narratives at
the end of the reporting year (see sample PDR forms).
3. Write the Expected Results for each Task. It is also important to provide the subordinate with the Expected Results for these tasks, without necessarily
telling him/her how to perform them. In other words, describe what is expected and why, but don’t micro manage; whenever possible, leave it up to the
subordinate to determine the “how”. It is the supervisor’s responsibility to ensure that the subordinate has a clear idea of what constitutes successful task
completion:
a. in some cases it may be adequate to describe the Expected Result for a task by referring to the appropriate reference, such as a training standard,
Occupation Specification (for example, in accordance with A-PD-055, OS for MOS…) or CAF policy/standard operating procedure;
b. in other cases, Expected Results will be defined in terms of quality that can be established by determining task requirements;
c. when writing Expected Results they should be:
i. specific, clear and concise in terms of the expected product, and/or the important parts of the process,
ii. measurable (in terms of a product or service, quality, quantity, accuracy, speed or cost) including time-frames or deadlines, and
iii. attainable (in line with the MOS, rank, qualifications and abilities of the subordinate) but sufficiently demanding to challenge and motivate the
subordinate.
d. review the subordinate’s personnel file and MPRR to determine his/her qualifications, experience, special skills, previous postings and
employment. Try and get a good idea of your subordinate’s work experience and abilities when determining Expected Results. Be familiar with
MOS requirements for advancement at the subordinate’s current rank.
4. Prepare subordinates. Give sufficient advance notice to subordinates so they can prepare for the Initial PDR Interview. Provide them access to the
CFPAS application and Help file, PDR/PER forms, and performance and potential factors for his or her rank.
403. During the PDR Interview
1. Interpersonal communication during the PDR Interview. The supervisor should keep the following principles in mind during the conduct of the PDR
interview:
a. meeting environment — ensure that you have a quiet location where you can have a discussion with your subordinates without being constantly
interrupted;
b. interview technique — be firm but not harsh or abrasive; intimidation is not the way to encourage openness with subordinates; and
c. two-way communication — ensure subordinates feel a sense of “ownership”; get their input while discussing the Critical Tasks and Expected
Results. They may have ideas as to how they can contribute to the job and can share previous experiences, which may help them in this job. If
they think that they don’t have the know-how to perform some of the Critical Tasks, then this is the time to discuss what courses or on-job-training
they may require so that they can develop the necessary skills and knowledge. This information will be particularly important when developing the
Initial Action Plan.
2. If no previous briefing was provided, start by providing an overview of the CFPAS process. Advise the subordinate of the CFPAS cycle, including the
approximate schedule for meetings throughout the year. Remark that the meetings do not replace the requirement for regular interaction and feedback
between supervisor and subordinate throughout the year. Briefly describe the concepts of assessment of performance in the current rank versus
assessment of potential for promotion to the next higher rank (see Chapter 5) and the subordinate’s responsibility for providing input into his/her
accomplishments, development and training.
3. Review the Critical Tasks and Expected Results for each job task (Section 1 of the PDR form) with the subordinate, ensuring that the subordinate
understands what is expected in terms of performance on each Critical Task.
4. Initial action plan. Section 2 of the PDR Form is completed during the initial PDR interview; it is designed to indicate what training and resources the
subordinate requires to be able to perform the Critical Tasks.
5. Supervisor and subordinate sign and date at Section 2 of the PDR Form and the supervisor provides the subordinate with a copy of the form.
NOTE: Examples of completed PDR forms can be found following these guidelines. Refer to section 409 and 410 of this chapter, particularly if you
have difficulty generating Section 1 of the PDR form.
404. PDR Interview Aide-Memoire

Preparation for the Initial PDR Interview
Supervisor Subordinate
 be familiar with the CFPAS application and Help file, PDR and PER  if available, review the job description and previous PDR forms, if
forms, and performance and potential factors applicable
 prepare Section 1 of PDR form  be prepared to discuss performance during the previous quarter
To write Critical Tasks use:  review the CFPAS application and Help file, PDR and PER forms and
performance and potential factors for the applicable rank
 job description (if it exists) and update as necessary with subordinate’s
assistance
 if no job description exists, refer to MOS, Specialty or General

Specifications as applicable for a list of duties/tasks
 review unit business plan, training plan, and operational schedule to

ensure that Critical Tasks reflect forecasted training/tasking commitments
and role of your organization
 add any secondary duties
 draft Expected Results for each Critical Task that are specific, attainable
and, if possible, measurable
 inform subordinate of time, purpose, and content to be covered in the

session
 if available, give subordinate copies of job description for review and

orientation
 ensure subordinate reviews the CFPAS application and Help file, PDR
and PER forms and performance and potential factors for his or her rank
 arrange for a quiet location for the interview
During the Initial PDR Interview
 explain that the session will be used to discuss the CFPAS (unless this  confirm that Section 1 of the PDR accurately reflects own level of training
was already done in a group setting) and the PER and PDR processes and experience and that duties, tasks and Expected Results are fully
understood
 explain the PER form, emphasizing the difference between assessments
of performance and potential, the definitions of the assessment factors  let your supervisor know what your goals are; try and have realistic ideas
and word pictures for the subordinate’s rank for your Action Plan
 explain the PDR process and form
 review the job description
 discuss Critical Tasks listed under each of the Assessment Categories,

and Expected Results, referring to the completed portions of Section 1 of
the PDR form; allow personnel to provide input if they have ideas as to
how they can contribute to the unit or section’s effectiveness
 prepare Section 2 of the PDR form (Initial Action Plan) to ensure

subordinate has required level of trg and resources to perform Critical
Tasks
 sign and obtain subordinate’s signature for Section 1, remind subordinate

that this does not represent a contract but is only intended to show that
the two of you have discussed tasks and expectations
 provide subordinate with a hard copy of the form
 remind subordinate that you will meet with him/her approximately every
six months (or more often as directed/decided) to discuss performance

and career goals
405. PDR Feedback Sessions
1. There shall be a minimum of two feedback sessions; the first at the mid point of the reporting period and a final feedback session, which is the PER
interview or PDR interview for S2-S3/Pte, NCdt/OCDT, ASLt/2Lt, or SLt/Lt. When you, as a supervisor give feedback, you are acting as a steering
mechanism, sending signals to your subordinates to ensure they stay on course. To be effective, you must be giving subordinates feedback on a
continual basis; providing feedback only once a year rarely changes behaviour. Feedback has maximum impact when it is given as close as possible to
the action. If a subordinate does something well, tell her/him immediately. Similarly, if the subordinate behaves ineffectively, also ensure he/she is made
aware of it immediately. “Saving up” performance-related information, especially if it is negative, may result in feelings of resentment and frustration, and
if it is positive, may be forgotten by the time a formal session is held. To complement the daily feedback that supervisors should routinely give to
personnel, formal feedback sessions have been built into the CFPAS. Their purpose is to summarize performance-related information, and to provide a
tool for documenting performance throughout the year. Ideally, feedback interviews should occur approximately every four months. The frequency of
these interviews will depend on how a subordinate is performing, the unit’s schedule and workload.
2. Feedback sessions serve several functions:
a. provide information to subordinates on how well they are doing with respect to the Critical Tasks you have assigned them;
b. provide guidance on how they can perform better;
c. motivate subordinates, resulting in greater effort on their part; and
d. recognize the achievements of subordinates, giving them a sense of satisfaction and inspiring them to try harder.
406. Preparing for a Feedback Session

1. Prior to the feedback interview, the supervisor reviews Section 1 of the PDR form completed during the initial PDR session. In addition, the supervisor
reviews notes taken during the past observation period regarding the subordinate’s performance on the Critical Tasks as well as any information from
courses or out-of-unit taskings. The supervisor also collects and reviews Section 3 (Subordinate’s Accomplishments) and Section 4 (Subordinate’s
Career Goals), prepared by the subordinate. After reviewing this information, the supervisor writes relevant comments on Section 5 of the PDR Form -
the Supervisor’s Feedback on Performance. Ensure that these comments are:
a. specific - don’t make general observations, such as: “You seem to be disorganized a lot of the time”. Instead, refer to specific instances where the
individual demonstrated a lack of organizational skills and what impact this had on the quality and quantity of their work or the effect it had on other
personnel of the organization;
b. observable - do not make comments regarding things you have not directly observed or obtained through sources such as the subordinate’s list of
accomplishments, course reports, or assessments from other supervisors; and
c. judge performance only - remember the supervisor is responsible for the performance portion of the PER and comments should not speculate on
the potential portion of the PER. The Canadian Human Rights Act (CHRA) directs that comments relating to the following proscribed grounds of
discrimination not be mentioned in the PDR: “race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family
status, disability and conviction for which a pardon has been granted.” Supervisors must also not make comments on the individual’s personality
traits which have nothing to do with the tasks required of them, such as, “He/she smiles too much.” Additionally, comments concerning a spouse,
partner, or children have no place on the PDR Form. The feedback you provide must be related to the Critical Tasks outlined in Section 1 of the
PDR Form or some aspect of their job requirements. Addressing an individual’s personality traits, if they are not job relevant, may prove damaging
to the individual’s self esteem, may demotivate the subordinate, and risks contravening human rights legislation.
Subordinate’s Responsibilities
2. To prepare for the discussion with the supervisor, personnel are asked to think of their strengths and weaknesses. The subordinate also reviews Section
1 of the PDR Form in preparation for discussing the Critical Tasks and whether he/she has successfully met the Expected Results. In addition, the
subordinate completes Section 3 of the PDR Form by writing a list of accomplishments, which includes work-related and extracurricular activities the
supervisor may or may not have observed. The subordinate also completes Section 4, Subordinate’s Career Goals, by listing any career goals he/she
has in terms of jobs, postings, courses, or other aspirations the subordinate is striving for.
407. During the Feedback Session
1. Typically, supervisors and subordinates feel uneasy about performance feedback sessions. Supervisors are sometimes nervous about having to confront
their subordinates with negative performance aspects while subordinates can get defensive about these negative comments. No system can be designed
to give supervisors the moral courage to provide subordinates with honest feedback, even when some of that feedback may be negative in nature. Some
practices however, will reduce the defensiveness that subordinates feel when receiving feedback and will help the supervisor approach these sessions
with reduced apprehension.
Tips for Supervisors Giving Feedback
2. Ensure you are extremely familiar with your subordinate’s work, otherwise, you will not appear credible during the interview and the impact of your
feedback will be negligible. This is a key leadership responsibility and is not to be taken lightly. During the PDR feedback sessions, avoid discussing
promotion potential and possible ratings you may give the subordinates on their PER later in the year. Research on performance feedback indicates that
subordinates become very defensive when they think that discussion of their weaknesses will directly impact on their ability to be considered for courses,
postings and promotions. Instead, make it clear to subordinates that discussing both strengths and weaknesses at this point will give them the
opportunity to become aware of areas requiring improvement and allow the two of you to develop a solid action plan to address them.
3. Use the input the subordinate gives you prior to the feedback session (i.e. Subordinate ’s Accomplishments) and ensure the subordinate knows that you
have taken his/her accomplishments and goals into consideration when making notes for this session. This allows the subordinate to feel that he/she has
contributed to the evaluation process and will make the subordinate less defensive during the interview.
4. Be specific in your feedback. Given that you have already prepared written comments that are specific in nature, this should not be difficult; you simply
have to discuss and elaborate on the comments you have written on the feedback portion of the PDR form. Always set the stage with positive comments,
then discuss any areas requiring improvement, and end on a positive note.
5. Ask for the subordinate’s input during the session, particularly after you have indicated what you perceive are the areas where he/she requires
improvement. If the subordinate challenges an observation you have made regarding the areas that require improvement and has provided sufficient
rationale for why he/she disagrees with your comments, do not become defensive. Acknowledge this input and discuss why you came to a particular
conclusion. Typically, discussing why you have drawn your conclusions and then getting the subordinate’s point of view will allow the two of you to
explore issues together so you can develop an action plan to resolve the problem.
6. Do not be overly harsh in your criticism. This only serves to intimidate subordinates; they essentially “shut down” and fail to benefit from the feedback.
7. Career Goals - Section 4 of the PDR Form, the subordinate’s Career Goals, should be discussed following feedback on Strengths and Areas for
Development. While military career goals and related courses should be discussed, it must be made clear to the Subordinate that career course loadings
are controlled by the career manager or other agencies and that the supervisor can only make recommendations.
NOTE: Refer to the aide-memoire just prior to each PDR interview to ensure you have prepared adequately.
408. Feedback Session Aide-Memoire

Preparation for Feedback Session
 review Section 1 of the PDR form  write a list of accomplishments for the previous period in Section 3 of the
PDR form
 write comments in Section 5 of the PDR form (Strengths and Areas for
Development) based on notes taken throughout the reporting period  review your past PDR form(s) and think about your performance with
respect to how well you performed your Critical Tasks and whether you
 ensure subordinate has a copy of Section 1 of the PDR form completed achieved the Expected Results
during the initial PDR interview and provide the subordinate with a blank
copy of Section 3 of the form (Subordinate’s Accomplishments)  think about your short and long-term goals and jot down some ideas in
Section 4 of the PDR form (Career Goals)
 arrange for a quiet location for the feedback session
During the Feedback Session
 establish open two-way communication by putting subordinate at ease  provide input to supervisor when discussing strengths and areas of
improvement; be honest and willing to listen; do not become emotional or
 explain that the aim of the session is to provide feedback on Critical defensive if you receive negative feedback
Tasks and Expected Results and previously developed Action Plans
 let your supervisor know what your goals are; have realistic ideas for your
 provide feedback based on your assessment of how well the subordinate Action Plan
met the Expected Results, recognizing Strengths and Areas of
Improvement
 review and update the Action Plan with the subordinate, remembering to
ask for input
 discuss Section 4 of the PDR form (Career Goals), reminding

subordinate that career courses are loaded by the career manager or
other agencies and are therefore out of your control
 update forms as necessary, sign and provide copies to the subordinate
409. PDR Form Example 1

Section 1 - 2
Section 3 - 4
Section 5
410. PDR Form Example 2

Section 1 - 2
Section 3 - 4
Section 5
501. General
1. The instructions that follow in subsequent sections provide the procedures to be followed in completing a Personal Evaluation Report (PER) on S1/Cpl to
CPO2/MWO and Lt(N)/Capt to Cdr/LCol.
2. In previous systems of assessment, PER scores were based on peer comparisons and after unit ranking boards were held, supervisors were often told
what scores should be provided to their subordinates. As a result, subordinates were not rated accurately on their performance, which served to reduce
their motivation. Section 5 rankings at unit and section 6 rankings at Unit/Formation/Group ranking boards should follow the substantiated scoring of the
PER; scores should never be dictated to supervisors to make a previously determined ranking system work. Ranking ties are not permitted. However,
this does not preclude units from submitting PERs with identical assessment factors (AF) and potential factors (PF).
3. PER scores based on peer comparisons rather than individual performance on the job can lead to supervisors assigning scores to an individual that are
too high simply because the peer group consists of low performers, or conversely, the individual could be rated too low because the peer group is
comprised of high performers. In CFPAS, supervisors are to rate each person against the Word Pictures contained in the Rating Scales of the rank in
question.
4. Given that the PER is mainly used for evaluative purposes, supervisors are reluctant to indicate on the PER form what skills or behaviours require
improvement because of the effect that negative comments might have on an individual’s career. For this reason, the PER is often not useful as a
feedback mechanism. Furthermore, inaccurate PERs lead to inaccurate selection results which, over time, can harm an occupation and the CAF.
5. In some units, regular written feedback and coaching on performance is not provided throughout the year. In these cases, personnel do not have
sufficient opportunities to be informed of their strengths and of the areas they need to work on to further improve their performance and potential for
promotion. This can also serve to reduce motivation and lead to problems retaining qualified and motivated personnel.
6. In the CFPAS system, each person is evaluated using the Word Pictures contained in the Rating Scales for performance and potential. There are no high
score controls. Consequently, it is critical that supervisors and reviewing officers distinguish between performance and potential when making
assessments on the PER and ensure that individuals are only scored in relation to their performance on job tasks and their potential to perform tasks at
the next rank and not scored in relation to peers. Specifically:
a. performance assessments are ratings of directly or indirectly observed work-related behaviours at the current rank for which standards have been
set. Performance answers the questions: What did the subordinate do? And, How well did the subordinate do it? Consequently, the narrative shall
be written using the past tense, and shall not exceed 9 lines of text. AF definitions and the Rating Scales are contained in Annex A to this chapter.
The rating scale for the subordinate’s rank is to be used as a guide when rating each of the AFs. Comments shall be provided IAW section 505 to
this chapter; and
b. potential assessments are ratings of how a subordinate will perform at the next higher rank. Potential answers the question: How well will the
subordinate perform at the next rank based on what was observed? Consequently the narrative can be written in a mix of tenses but must look at
the subordinate's ability to perform at the higher rank. To be of any use in promotion selection, section 5 must not be a continuation of the section 4
narrative. As a general rule, examples of outstanding potential would include actual employment at the next rank or work of an extraordinarily
complex or intense nature where the subordinate clearly achieves the results that would be expected of a higher ranked individual. Work required
to be performed in the present rank, even when done extremely well, speaks to section 4 performance and does not constitute outstanding
potential. It is entirely feasible that an individual could have mastered the present rank yet not possess, or demonstrate, the potential to succeed at
the next rank. These assessments are based upon the PFs definitions and Rating Scale contained in Annex B to this chapter. The narrative space
shall shall not exceed 9 lines of text. Comments shall be provided IAW section 506 to this chapter.
Note: A subordinate may demonstrate excellent performance at the current rank, but still be placed in any one of the potential categories. Similarly,
a subordinate's performance in a new job might not have peaked, but the subordinate could still be assessed as having high potential for
promotion.
PER Preparation
7. The first step in writing a PER is to collect the subordinate’s PDRs and Personnel File. In assessing performance the supervisor reviews observed work
behaviours and information pertaining to the subordinate that is applicable for the current reporting period and contained in the PDR forms and other
personnel documents such as letters of appreciation and course reports which are typically stored in the personnel file. After compiling and reviewing this
information, the supervisor consults the Annex A for the rank of the subordinate being assessed. Using the rating scale, the subordinate’s performance is
rated against each of the Performance AFs by carefully considering all of the compiled information. In assessing potential the reviewing officer rates the
subordinate using the Potential Factors contained in Annex B. As with the PDR process, the PER must not contain information related to: race, national
or ethnic origin, color, religion, age, sex, sexual orientation, marital status, family status, disability or conviction for which a pardon has been granted.
8. Performance Narrative (Supervisor). Supervisors are cautioned that information contained in any narrative must be consistent with the AF ratings. Good
leadership practices require that, prior to assigning an Unacceptable AF rating, supervisors will have previously counseled the subordinate. Subordinates
should never be given negative performance information for the first time during a PER interview.
9. Potential Narrative (Reviewing Officer). Reviewing officers are cautioned that information contained in any narrative must be consistent with the PF
ratings. Good leadership practices require that, prior to assigning a Low PF rating, reviewing officers will have previously counseled the subordinate.
PER Interview
10. The next element of the PER process is the PER Interview. The PER Interview should be conducted in a manner similar to that described for the PDR
Feedback Session in Chapter 4. In fact, it is the final feedback session of each reporting year. Prior to the PER interview, the subordinate will have had
an Initial PDR session and one feedback session at the mid point of the reporting period and will have been counseled on any factor that contributed to
Unacceptable (Performance) or Low (Potential) ratings.
Continuing the CFPAS Cycle
11. Typically, the initial PDR Interview for the next reporting period will be conducted shortly after the PER interview, thereby starting the PDR cycle over
again. Most subordinates will find the PER interview relatively stressful and it is therefore better to discuss Critical Tasks and Expected Results for the
next reporting period sometime after your PER interview. However, constraints such as the number of subordinates and the workload of subordinates
and/or the supervisor might necessitate that the two be conducted during the same session. If so, supervisors should consider a short break between the
PER and the PDR portions and attempt to make the PDR portion as stress free as possible.
Note: Aide-memoire have been prepared to help supervisors and subordinates during and after the PER interview; these are included at the end of
this chapter. Refer to these aide-memoire just prior to the PER interview and the follow-on PDR session, which starts the CFPAS cycle over again.
502. Section 1 - Identification
1. The PER is scanned using the information contained in Section 1 and 2 of the PER. The supervisor and subordinate must ensure the personal
identification information is complete and accurate. The following procedures are to be followed:
a. all characters in this section shall be capitalized;
b. no spaces or periods shall be placed between initials, a maximum of five initials may be used;
c. the rank used will be the current rank held by the person at the end of the reporting period (refer to chap 1 sect 108) with the exception of an
AWSE rank (refer to chap 1 sect 109(1)); and
d. MOS description shall use the standard DND acronym format (e.g. RMS CLK, ANAV , etc…).
503. Section 2 - General
1. Type of report. Use the drop down box and select the type of report. e.g., Annual or Theatre.
2. Reporting period. Type in two numbers for day, month, and year. (e.g., 01/04/96). Units are to ensure that the entire reporting period that they are
responsible for is accounted for on the PER. Personnel who do not meet the entire 1 Apr-31 Mar reporting period (i.e., Theatre PER or ATL, etc) should
note the reason, to include dates, in section 3 of the PER.
3. Time in job. Type in the number of months that the subordinate has been in the specific job held at the end of the reporting period, even if that time is
longer than the twelve month reporting period (e.g.: 48).
4. Number of subordinates. To be typed with one, two or three numerals as required. This includes the total number of military and/or civilian subordinates
the person is responsible for during the reporting period. When a person was in 2 different units during the reporting period, default to the maximum
number of subordinates that the person had. Subordinates counted must be in the chain of command and be supervised, even if indirectly, by the person.
COs of a unit may state their whole unit population, however formation commanders may not use the number of the personnel in their subordinate units.
Theoretical establishments do not count. In cases for Instructors, the number must be averaged, based on the number of students being
taught/supervised at any one time (example: a PO2/Sgt instructs 5 courses per year with a class size of 8 to 12 students would be the supervisor of 10
subordinates vice 50).
Note. The absence of subordinates does not necessarily preclude scoring of performance assessment factors 1 through 4, depending on the
nature of the person's duties (e.g. training, career management, project management, etc). Reference to the rating scales contained in annex A of
this chapter may assist in determining whether the duties associated with a given position justify the completion of assessment factors 1 through 4.
5. 1st PER by unit. Fill in the appropriate circle.
6. Person's preferred language of completion. The Member’s Preferred Language of Completion at Section 2 can no longer be “Either”.
7. Unit and Dept ID. The short title of the home unit of the subordinate shall be used (e.g., HMCS TORONTO, 1RCR, 439 CS Sqn, CFB Edmonton) and
shall correspond to the four digit Dept ID. This title is to be in plain language or an abbreviation authorized in A-AD-121-F01/JX-000, Manual of
Abbreviations, or A-AD-133- 001/AX-001, Canadian Forces Addresses. For Reserve Force personnel employed on contract at a place other than the
Parent Unit, the Employing Unit is responsible for the PER and shall enter the Employing Unit’s Dept ID.
504. Section 3 - Details of Employment/New Qualifications
1. Official Appointments/Duties. List the primary duties assigned to and performed by the person throughout the reporting period. Primary duties
assigned while away from the parent unit must be included. Abbreviations and job titles may be used. Duration for particular duties may be noted by
parenthesizing the number of months (e.g. (3)). A person promoted and/or demoted must have this status change noted in section 3. The notation must
clearly state that the person was promoted or demoted, the effective date, and to what rank.
Note: Supervisors are to indicate LWOP for personnel who are on MATA/PATA leave. Example; “Commenced LWOP 01 Jun YY”.
2. New Qualifications and Skills. Academic upgrading, military qualifications, honours, commendations or awards, OPME pass or any other qualification
earned during the reporting period may be mentioned. Duration for particular courses may be noted by parenthesizing the number of months (e.g. (3)).
505. Section 4 - Performance
1. General . The subordinate's immediate supervisor (military or civilian) is responsible for completing Section 4 of the PER (for Allied military personnel,
refer to Chapter 1 Section 124). The supervisor should be at least one rank higher than the person being assessed. Definitions of the assessment factors
(AFs) and rating scales are contained in annex A of this chapter and are to be used by the supervisor when evaluating the subordinate's performance.
This evaluation is to be based on the subordinate's observed performance as discussed with the subordinate during PDR feedback sessions. There
remains a perception that an absence of subordinates IAW the CFPAS definition precludes scoring of AF's 1 through 4 (supervising, evaluating and
developing subordinates, team building and leading change). However, even if a person does not have subordinates in the formal sense, it might still be
appropriate to assess the subordinate in some or all of AF's 1 through 4 depending on the nature of his or her primary and secondary duties and
volunteer activities.
2. Comments. The performance narrative in Section 4 forms a vital part of the PER. It must supplement and be consistent with the AF ratings. To be
effective, the comments must present a clear, concise, and accurate statement of the subordinate's performance. Supervisors shall adhere to the
following:
a. Do not comment on these AFs;
i. Not Observed,
ii. Developing, and
iii. Skilled.
b. Comments shall be provided for the following AFs;
i. Unacceptable,
ii. Needs Improvement,
iii. Exceeded Standard, and
iv. Mastered.
c. Comments shall be written not to exceed 9 lines of text. “Developing” and “Ready” PERs do not have a potential narrative. A short comment on
progression in current rank and recommendation for next employment can be included within the maximum 9 lines in “Ready” PERs only. Limit the
use of adjectives/adverbs, where possible, as they are implied by the dot score. Use the formats;
i. Activity description, and
ii. Result.
Example 1:
- Failed to provide meaningful PDRs to all subordinates, multiple complaints received.
- Trained team to coordinate major software change, team updated 1200 computers in 4 months.
Example 2: Failed to provide meaningful PDRs to all subordinates, multiple complaints received. Trained team to coordinate major
software change, team updated 1200 computers in 4 months.
d. Section 4 narrative cannot be left blank. When all AFs are rated as Not Observed, Developing and Skilled, supervisors must still capture the
contribution of their subordinates.
Note: Physical fitness test results shall not be considered or included in any AF rating as appropriate administrative measures are provided in
DAOD 5023-2.
3. Summary of narrative restrictions:

S1/Cpl to CPO2/MWO and Lt(N)/Capt to Cdr/LCol Annual/Theater PER maximum lines
Promotion
Recommendation Ranks Section 4 Section 5 Section 6
Immediate All 9 9 Yes
All except MCpl/MS, and
9* "NA"
Ready Cpl/S1 No
MCpl/MS, and Cpl/S1 only 9 5
Developing All 9 "NA" No
No All 9 9 Yes
*Optional comment on progression in current rank, next employment included within Section's line
restriction
506. Section 5 - Potential
1. General. The reviewing officer's signature indicates concurrence with the performance assessment and rating (in Section 4) of the person. This section is
for the use of Commanding Officers, their delegated officers or civilian equivalents IAW chap 1 sect 105. The minimum rank of a reviewing officer is Lt
(N)/Capt or civilian equivalents and must be at least one rank higher than the person being assessed (for Allied military personnel, refer to Chapter 1
Section 124). Potential assessments are ratings of the individual's ability to perform at the next rank level. Reviewing officers must use the potential
factors and rating scale in Section 5 when evaluating the subordinate's potential. A description of the potential factors (PFs) and rating scale is contained
in annex B of this chapter. Where possible, these evaluations should be based on observations made of the person when performing tasks or jobs
normally performed at the next rank. Evaluations of potential for ranks higher than the next rank are not to be made, as these may be highly unreliable.
Physical fitness test results shall not be commented upon nor considered in any PF rating as appropriate administrative measures are provided in DAOD
5023-2.
2. Comments. Narrative restrictions for annual PERs are found in Sect 505. The narrative in Section 5 forms a vital part of the PER. It must supplement
and be consistent with the potential factors. To be effective, the comments must present a clear, concise, and accurate statement of the person's
potential. Reviewing Officers shall adhere to the following.
a. Do not comment on the following PF;
i. Normal.
b. Comments shall be provided for promotion recommendations of “Immediate” and “No” on the following PFs;
i. Low,
ii. Above Average, and
iii. Outstanding.
c. With the exception of MS/MCpl and S1/Cpl, all other ranks with promotion recommendations of “Developing” and “Ready”, the following PFs shall be
scored but not commented on;
i. Normal,
iii. Outstanding.
d. For MS/MCpl and S1/Cpl, with promotion recommendations of “Developing” the following PFs shall be scored but not commented on;
i. Normal,
iii. Outstanding.
e. For MS/MCpl and S1/Cpl, with promotion recommendations of “Ready”. All PFs shall be scored, but only those scored as Outstanding must be
commented upon, to a limit of 5 lines.
f. Text Format: Text wrapping, short sentences or bullets are all acceptable formats. Where possible limit the use of adjectives/adverbs as they are
implied by the dot score. Use the format;
i. Activity description; and
ii. Result.
Example: Acting section Sgt for 4 months, can achieve most section requirements.
g. When Section 5 narrative space is left blank, reviewing officers must insert “NA” to print the final version of the PER; and
h. Comments may be made to capture a members efforts to improve their second official language ability. For members with N/A in section 5, the
comments may be made in section 4.
3. Promotion Recommendation. The promotion recommendation indicates the subordinate's overall readiness for promotion to the next rank based on the
subordinate's assessed potential. Minimum eligibility requirements/criteria for promotion to the next rank (e.g., time in rank, applicable military
qualification) are not factors in assessing potential. It must be understood that there is a direct relationship between PF's and the promotion
recommendation. Reviewing officers have no discretionary authority in this regard. The promotion recommendation categories are defined as follows:
a. No. Subordinate has demonstrated low potential for progression to the next rank as described by the “LOW” category in the Potential Rating scale.
. A subordinate receiving one or more low ratings in Section 5 equates to a “NO” promotion recommendation. Note that in the event a subordinate
receives a “NO” promotion recommendation it is mandatory that Section 6 additional review be completed. CO’s should be prepared with
substantiation to non-concur with a Rank Change Instruction and under no circumstance should No be used to mean “Not Yet”. A “NO” promotion
recommendation is not automatically triggered when an individual’s Conduct On/Off duty is assessed as Unacceptable as conduct is a
performance issue;
b. Developing. Subordinate demonstrates normal potential for progression to the next rank as described by the “NORMAL” category in the Potential
Rating Scale. A Developing promotion recommendation should not be construed as “Not Ready Yet”. A minimum of four Normal assessment
factors, with no low ratings, equates to a Developing promotion recommendation;
c. Ready. Subordinate demonstrates consistently high potential for progression to next rank as described by the “ABOVE AVERAGE” category in the
Potential Rating Scale. A minimum of four Above Average assessment factors, with no low ratings, equates to a Ready promotion
recommendation; and
d. Immediate. Subordinate is considered to have outstanding potential for progression to the next rank as described by the “OUTSTANDING”
category in the Potential Rating Scale. A minimum of four Outstanding assessments factors, with no low ratings, equates to an Immediate
promotion recommendation. Note that in the event a subordinate receives an immediate promotion recommendation it is mandatory repeat
mandatory that Section 6 additional review be completed.
4. Potential Ranking. Theatre PERs are not ranked. The Annual PER potential ranking is based on assessed potential as reflected in the scoring of the
potential factors only and not on overall PER scoring. As it is a potential ranking an individual with high potential but average performance would be
ranked higher than a subordinate with high performance but only average potential. Potential ranking applies to personnel of the same rank and MOS,
within the same Dept ID and on Annual PERs only:
a. unit COs must rank the top 10 individuals or the top 50% of personnel of the same rank and MOS within their unit, whichever is less. Ranking ties
are not permitted. However, this does not preclude units from submitting PERs with identical AFs and PFs. Where an odd number of personnel
exist, the ratings will be extended or rounded upwards (i.e., 5 individuals - therefore rate the top 3). If the subordinate is the only one of that rank
and MOS in the unit "1 of 1" must be filled in. Formations shall not combine Dept IDs to rate personnel together in Section 5;
b. when a person is assigned or posted prior to 01 Jan to any of the establishments indicated in chap 1 sect 110(1), or is attached posted away from
his/her home unit prior to 01 Jan for operational deployments of three months duration or more, and will not be returning prior to the end of the
reporting period, no Section 5 potential ranking is to be completed. The Potential Ranking box shall indicate 0 of 0; and
c. where a rear party or a detachment is geographically separated from the main unit, such as a deployed battalion, every effort shall be made to
fairly rank all personnel within the same Dept ID.
Note: Personnel in receipt of either an Annual PER prior to 01 Jan (see para 4b above) or a PERX shall not count toward the Unit’s ranking
total, with exception of personnel authorized to Opt Out.
5. Summary of narrative restrictions:
S1/Cpl to CPO2/MWO and Lt(N)/Capt to Cdr/LCol Annual/Theater PER maximum lines

Promotion
Recommendation Ranks Section 4 Section 5 Section 6
Immediate All 9 9 Yes
All except MCpl/MS, and
9* "NA"
Ready Cpl/S1 No
MCpl/MS, and Cpl/S1 only 9 5
Developing All 9 "NA" No
No All 9 9 Yes
*Optional comment on progression in current rank, next employment included within Section's line restriction
507. Section 6 - Additional Review
1. General. This section is for the use of military senior officers or civilian equivalents. Commanders of Commands and NDHQ Group Principals
may authorize an officer of a rank no lower than Capt(N)/Col or civilian equivalents to review officer PERs of Cdr/LCol rank and below. Under
no circumstances is section 6 additional review to be completed by the same officer who completes section 5 without approval of DMCSS 2.
Every effort should be made to establish the supervising, reviewing and additional review chain at the beginning of the reporting period. PERs
are to be reviewed and endorsed by higher levels of command for the following:
1. One or more Unacceptable Performance assessment factors; and/or
2. One or more Low Potential factors; or
3. Immediate Promotion Recommendation.
2. Comments. For an Immediate promotion recommendation, the narrative, written in complete sentences (prose), is to provide as a minimum the following
information in the order given: ranking (if applicable), rate of advancement to next rank, recommendation for occupation/rank appropriate
command/leadership tour (if appropriate), and suitability and timing of future professional development. Additional comment may be made after this
standardized information is given. For Unacceptable AFs and Low PFs, the narrative will need to contain very specific comments and written in prose.
3. Ranking. Theatre PERs are not ranked. Additional review ranking is no longer based on the person’s Section 5 ranking. Section 6 ranking shall be
determined at the Unit/Formation/Group ranking board and will not necessarily match the section 5 ranking. Section 6 ranking of personnel of the same
rank, across all MOSID, within the Unit/Formation/Group shall adhere to the following format, however, this shall not preclude units from submitting PERs
with non-ranked Immediate promotion recommendations:
a. numerically rank the top 10 individuals or the top 50% of personnel, whichever is less: (rank/name) is ranked xx of xx (ranks) across all MOSID in
the (Unit/Formation/Group); or
b. Exception, for those large organizations with significant numbers of personnel within a rank (101 or greater in a single rank), which may at the
Commander’s discretion, provide a numerical ranking of the top 20%: (rank/name) is ranked xx of xx (ranks) across all MOSID in the
(Unit/Formation/Group).
Note: Any other reference to lower rankings shall not be used and ranking ties are not permitted. However, this does not preclude units from
submitting PERs with identical AFs and PFs. Personnel in receipt of either an Annual PER prior to 01 Jan (see sect 506(4)) or a PERX shall not
count toward the ranking total, with exception of personnel authorized to Opt Out.
508. Section 7 - Member
1. The subordinate shall be the last to sign and date the PER. This is done in Section 7. The subordinate should be given time to review the PER and be
encouraged to point out errors and omissions in the PER prior to signing. A best practice suggests that the subordinate be given a copy of the PER, 24
hours in advance of the interview to allow time for the person to read it, reflect on its content, and prepare for a productive interview.
2. The subordinate’s signature on the PER signifies that he/she has read and understood the assessment. A signature does not signify agreement or
disagreement. The proper venue to voice disagreement with the PER is with the supervisor and unit or through submission of a grievance as outlined in
DAOD 2017-0, Military Grievances and DAOD 2017-1, Military Grievance Process (see chap 1 sect 119, Replacement PER).
3. There are occasions where Section 7 signature is not attained or waiting for that signature would delay submission of the PER after the 01 June
deadline. Text shall be printed in the subordinate’s signature block, dated, and initialed by the supervisor and reviewing officer for the following situations:
a. subordinate is in disagreement and refuses to sign. “REFUSED TO SIGN” shall be printed in the subordinate’s signature block;
b. subordinate is unavailable to sign due to a medical situation. “UNAVAILABLE TO SIGN” shall be printed in the subordinate’s signature block; or
c. subordinate is on Deployed Ops;
i. the home unit shall have the original PER signed as per normal in Sections 4, 5, and 6 (if applicable),
ii. the home unit is to scan the original PER and email the scanned copy to the deployed unit for the subordinate’s signature,
iii. the signed scanned copy is to be rescanned and emailed back to the home unit, acknowledging that the PER has been read and
understood,
iv. once the signed scanned copy is received by the home unit, “SCANNED COPY SIGNED” shall then be printed in the subordinate’s signature
block of the original PER, along with the date that the member signed, and
v. the original PER and the signed scanned copy shall be submitted to PER Processing Centre IAW chap 2 sect 203 Method of Transmission,
otherwise the PER will be returned to unit for corrective action.
The “scanned copy” and the “original” are two separate pages. Together they complete one PER. The “original” is the PER printed from CFPAS and
signed locally before it is scanned and e-mailed for the member’s signature. An original signature on a scanned copy is still a “scanned copy.” The
PERMON scanner can only read, validate and extract information from a pristine original printed from the CFPAS application.
Note: A copy of the PER must be provided to the subordinate. No special treatment is given to such PER's and no NDHQ action is initiated on the basis
of the refusal or unavailability to sign. Selection Boards take all such PER's at face value and assess them as if they were signed.
509. PER Form Example
510. PER Preparation Aide-Memoire

Preparing the PER
 gather relevant performance observations including, but not limited to,  if required, submit additional information to supervisor for consideration in
PDR documentation, supervisory notes, course reports, and preparing PER
assessments from other supervisors
 consider subordinate’s performance in light of duties and tasks,
established performance requirements and assessed performance from
the PDR process
 use word pictures and performance observations from the PDR process
to determine performance ratings
 prepare narrative
Reviewing Officer
 use Potential Factor Guidelines and Rating Scale along with information
on potential from the PDR process to determine potential ratings
 prepare narrative and substantiate Low and Outstanding potential ratings
511. PER Interview Aide-Memoire

During the Interview
 having prepared the PER form, notify the subordinate and arrange time  confirm accuracy of complete personal information section of PER form
and place to discuss the PER and ensure accuracy of information
 ensure the subordinate verifies personal information on the PER form  on receipt of notification, prepare for issue of PER by reviewing PDR
documentation and reflecting on personal performance and potential
 review the PER ratings and narrative with the subordinate, making
reference to PDR documentation and observed job-related performance  listen attentively to the supervisor’s explanation of the ratings and the
narrative discuss objections and advise of any discrepancies
 invite the subordinate to consider the PER in detail, and solicit questions
or concerns  sign the PER form in the appropriate place, acknowledging the receipt of
a PER debrief
 have the subordinate sign the PER form acknowledging the receipt of a
PER debrief  obtain a signed copy of the completed PER
 provide a copy of the signed completed PER to the subordinate
512. Continuing the CFPAS Cycle Aide-Memoire
 return to the PDR process by reviewing and updating (if necessary)  return to the PDR process by reviewing and providing your supervisor
Sections 1 and 2 of the PDR Form with update information (if necessary) for the completion of Sections 1
and 2 of the PDR Form
 provide a copy of the completed PDR Form to the subordinate
5A01. Performance Assessment Factors Definitions
In order to determine the most appropriate rating on each Performance Assessment Factor (AF), the definitions that follow must be read in conjunction with the
rating scale set for the rank of the person being assessed which follow in subsequent sections. Supervisors are reminded that each AF is to be rated
independently from the others and that ratings must be based on observed performance.
Leadership
Supervising
 directing the work of subordinates

 setting and enforcing standards and ensuring completion of work
 maintaining discipline by ensuring subordinates comply with CAF policies, regulations, and orders
 knowing subordinates and promoting their welfare
Evaluating And Developing Subordinates
 providing continuous feedback for development

 conducting PDR interviews with subordinates
 providing opportunities for improvement
 encouraging and guiding professional development of subordinates
 judging subordinates’ performance and potential
Team Building
 understanding the unique capabilities of each team person and employing them appropriately
 promoting cooperation and group cohesion
Leading Change
 being receptive to change

 communicating change to subordinates
 participating in the change process
 implementing change initiatives
Personal Abilities
Working With Others
 respecting others
 contributing to team performance and supporting team goals
 willingness to use appropriate interpersonal conflict resolution methods including Alternate Dispute Resolution
Problem Solving
 evaluating and interpreting information

 generating solutions and plans
 willingness to consider innovative solutions
Decision Making
 selecting an appropriate course of action

 taking calculated risks
 taking action
Effectiveness Under Demanding Circumstances
 performing effectively under intense, adverse, or dangerous conditions
Initiative
 with minimal or no direction, taking appropriate action

 being a self-starter
Communication Skills
Verbal Communication
 speaking in different settings

 understanding and interpreting verbal orders, information, advice and feedback
Written Communication
 content and quality of writing

 understanding and interpreting written information
Professional Abilities
Applying Job Knowledge / Skills
 performing duties and tasks in accordance with applicable NCM, officer, and MOS specifications
Resource Management
 understanding logistical systems and administration and applying this knowledge

 ensuring security and the safe use of resources
 using resources economically and efficiently
Accountability
 acceptance of areas of responsibility

 being answerable for personal decisions and actions and for the decisions and actions of subordinates
Reliability
 dependability, consistency, timeliness, quantity, and quality of work
Ethics and Values
 perform work in an ethical manner

 lead in an ethical manner
 reflect, at a minimum, the CAF's ethical values of integrity, loyalty, courage, stewardship and excellence
 Integrity - Acting at all times with integrity, and in a manner that will bear the closest public scrutiny; an obligation that may not be fully
satisfied by simply acting within the law. Never using their official roles to inappropriately obtain an advantage for themselves or to advantage
or disadvantage others. Taking all possible steps to prevent and resolve any real, apparent or potential conflicts of interest between their
official responsibilities and their private affairs in favour of the public interest. Acting in such a way as to maintain DND’s and the CAF’s trust,
as well as that of their peers, supervisors and subordinates. Adhering to the highest ethical standards, communicating and acting with
honesty, and avoiding deception. Being dedicated to fairness and justice, committed to the pursuit of truth regardless of personal
consequences.
 Loyalty - Loyally carrying out the lawful decisions of their leaders and supporting Ministers in their accountability to Parliament and
Canadians. Appropriately safeguarding information and disclosing it only after proper approval and through officially authorised means.
Ensuring that all personnel are treated fairly and given opportunities for professional and skills development.
 Courage - Facing challenges, whether physical or moral, with determination and strength of character. Making the right choice amongst
difficult alternatives. Refusing to condone unethical conduct. Discussing and resolving ethical issues with the appropriate authorities.
 Stewardship - Effectively and efficiently using the public money, property and resources managed by them. Considering the present and
long-term effects that their actions have on people and the environment. Acquiring, preserving and sharing knowledge and information as
appropriate. Providing purpose and direction to motivate personnel both individually and collectively to strive for the highest standards in
performance. Ensuring resources are in place to meet future challenges.
 Excellence - Continually improving the quality of policies, programmes and services they provide to Canadians and other parts of the public
sector. Fostering or contributing to a work environment that promotes teamwork, learning and innovation. Providing fair, timely, efficient and
effective services that respect Canada’s official languages.
Conduct on and off Duty
 behaving in accordance with CAF policies, regulations and orders, and civilian laws
5A02. Sailor First Class / Corporal
1. Supervising
Unacceptable - lacks knowledge of subordinates and neglects their well-being

- gives poor direction and is unable to enforce standards or ensure completion of tasks
- disregards or does not know disciplinary policy, procedures and regulations
Needs Improvement - has little knowledge of subordinates, sometimes neglects their well-being
- has difficulty giving direction
- occasionally doesn’t follow-up or ensure completion of tasks
- poorly informed on disciplinary matters
Developing - gaining knowledge of subordinates, conscious of their well-being
- shows ability to supervise work is conscious of standards
- follows-up
- learning disciplinary policy, procedures and regulations
Skilled - knows subordinates well and looks after their well–being
- gives basic guidance and capably directs work of others performing elementary tasks
- enforces standards and ensures completion of tasks
- knows disciplinary policy, procedures and regulations
Exceeded Standard - knows subordinates very well and is dedicated to their well-being
- confidently gives basic guidance and directs the work of others performing elementary tasks
- strictly enforces standards
- always ensures completion of tasks
- knows and applies disciplinary policy, procedures, and regulations
Mastered - knows subordinates extremely well, always promotes their well-being
- expertly supervises tasks of increasing complexity
- refines standards
- always ensures task completion at a very high quality
- skillfully identifies disciplinary problems and always takes appropriate action
2. Evaluating and Developing Subordinates

Unacceptable - shows little concern for subordinates’ performance
- does not record performance related information
- fails to provide feedback
- does not follow the PDR process, or uses it inadequately
Needs Improvement - shows limited awareness of subordinate performance
- does not record critical performance related information
- provides minimal and sometimes inappropriate feedback
- has difficulty properly conducting PDR interviews, sometimes does not meet deadlines
Developing - becoming familiar with performance evaluation system
- making observations and starting to provide feedback
- learning to recognize and address individual strengths and weaknesses
- effectively learning to use the PDR process
Skilled - carefully observes subordinates’ performance
- recognizes strengths and weaknesses
- discusses performance observations with subordinates
- follows the PDR process, provides useful guidance to subordinates and conducts regular PDR interviews
Exceeded Standard - systematically observes and records subordinates’ performance and provides detailed feedback
- identifies strengths and weaknesses
- regularly and carefully follows the PDR process, provides comprehensive and effective guidance to subordinates and conducts
detailed PDR interviews
Mastered - makes accurate and insightful observations of subordinates’ performance
- consistently provides constructive feedback and encouragement to inspire subordinates
- actively and willingly involved in the PDR process, in addition to application of high skill level, provides sound advice to and/or
trains other supervisors on the PDR process
3. Team Building
Unacceptable - discourages
- others creates dissension or unfavorable group climate
Needs Improvement - does not adapt motivation to individuals and situations
- lack of interest in team performance and goals
Developing - learning to adapt motivation to individuals and situations
- learning impact of leader’s style on others
- learning group dynamics and how to make the team effective
Skilled - conveys positive outlook to subordinates
- uses appropriate motivational styles to inspire individuals
- uses knowledge of group dynamics to promote team goals
Exceeded Standard - team player
- uses appropriate motivational styles to inspire individuals and ensure good team performance in various circumstances
Mastered - enthusiastic team player
- motivates others to overcome limitations
- promotes a stimulating, highly effective group environment
4. Leading Change
Unacceptable - rejects or ignores valid change initiatives
- contributes to negative climate surrounding change
Needs Improvement - resists valid change initiatives
- sometimes fails to communicate change

Developing - learning how to implement change and understand the impact of change
- making efforts to communicate change to subordinates
Skilled - provides input to change initiatives
- effectively implements change
- discusses change with subordinates
Exceeded Standard - makes insightful contributions to change initiatives
- overcomes obstacles during implementation of change
- fully explains change to subordinates
Mastered - provides insightful and practical input to change initiatives
- creatively implements change
- skillfully communicates change to subordinates
5. Working with Others

Unacceptable - fails to respect the dignity of others
- shows insensitivity to interpersonal differences
- negative, disruptive, and fails to support team goals and other team personnel
Needs Improvement - frequently fails to respect the dignity of others
- shows lack of sensitivity to interpersonal differences
- passive team person who inconsistently supports team goals
Developing - respects the dignity of others
- becoming sensitive to interpersonal differences
- trying to contribute to team goals
- trying to use different styles of interpersonal conflict resolution including Alternate Dispute Resolution processes
Skilled - respects the dignity of others
- sensitive to inter-personal differences
- functions well in a team setting and understands the importance of teamwork
- uses different styles of interpersonal conflict resolution including Alternate Dispute Resolution processes when appropriate
Exceeded Standard - willingly promotes diversity
- strives to overcome interpersonal differences to achieve team effectiveness
- unselfishly contributes to team efforts, dedicated to team success
- effectively uses appropriate interpersonal conflict resolution methods including Alternate Dispute Resolution when appropriate
Mastered - actively promotes diversity
- brings all types of individuals together to function as a cohesive team
- promotes team goals by inspiring others and acting as a role model
- always uses appropriate interpersonal conflict resolution methods including Alternate Dispute Resolution when appropriate
6. Problem-Solving
Unacceptable - fails to seek relevant information
- ignores problems and unable to generate solutions
- no appreciation of imagination or creativity
Needs Improvement - difficulty gathering relevant information
- reluctant to address problems
- inconsistent use of problem solving techniques
- relies heavily on outdated solutions
Developing - assessing situation, making interpretations
- developing solutions to problems and making plans
- becoming open to creativity and originality
Skilled - gathers and interprets necessary information
- uses problem solving process and develops solutions
- shows openness to creative and original solutions
Exceeded Standard - investigates and carefully analyses information
- confidently uses problem solving process and develops comprehensive solutions and detailed plans
- innovative
Mastered - actively explores diverse sources of information and systematically evaluates many courses of action
- plans reflect thoroughness, imagination, and creativity
7. Decision-Making
Unacceptable - unable to make decisions
- fails to make choices and take action
- unaware of risk
Needs Improvement - reluctant to make decisions
- avoids taking action
- may take unnecessary risks
Developing - learning to make decisions
- selecting appropriate course of action
- taking action
- learning to assume risks
Skilled - makes decisions
- makes appropriate choices based on training and experience
- considers inherent risks
Exceeded Standard - decisive
- carefully selects best course of action

- takes prompt action while assessing risk
- willing to assume justifiable risk
Mastered - makes wise choices
- expertly transforms decision into action and efforts of subordinates
- confidently assumes justifiable risks
8. Effectiveness Under Demanding Circumstances

Unacceptable - ineffective under intense or adverse conditions
Needs Improvement - occasionally becomes ineffective and loses control when placed in adverse or intense situations
Developing - managing to cope with pressure while maintaining control
Skilled - remains calm
- effective under intense or adverse circumstances
Exceeded Standard - always effective irrespective of circumstances
- has calming effect on others
Mastered - thrives under intense or adverse circumstances
- responds extremely well to challenges
- example to others
9. Initiative
Unacceptable - fails to take action without explicit direction
- requires maximum supervisory attention
Needs Improvement - hesitates to act without direction
- requires constant supervision
Developing - trying to make suggestions and take action without direction
- making efforts to act independently
Skilled - makes suggestions and takes action without direction
- can act independently
Exceeded Standard - perceptive, makes insightful suggestions
- takes immediate and appropriate action without direction
Mastered - makes valuable and creative suggestions without being prompted
- extremely successful outcomes as a result of independent actions
10. Verbal Communication

Unacceptable - fails to listen to orders and instructions
- does not provide accurate information
Needs Improvement - inattentive to orders and instructions
- provides incomplete or misleading information
Developing - listens to orders and instructions
- making efforts to answer questions completely and clearly
Skilled - listens carefully to orders and instructions
- answers questions accurately
Exceeded Standard - listens carefully to orders and instructions ensures understanding of information
- consistently provides complete and accurate information
- can speak effectively in front of small groups
Mastered - listens carefully to others and
- always ensures understanding of information always answers questions accurately
- gives clear verbal instructions
- speaks accurately and confidently in front of small groups
11. Written Communication

Unacceptable - fails to complete forms and reports accurately
- neglects to read mandatory instructions and orders
Needs Improvement - careless or sloppy when completing forms and reports
- infrequently reads mandatory instructions and orders
Developing - starting to complete forms and reports accurately
- usually reads mandatory instructions and orders
Skilled - completes forms and reports
- reads mandatory instructions and orders
Exceeded Standard - accurately completes forms and reports
- carefully reads mandatory instructions and orders
Mastered - writes clearly and concisely
- awareness of military writing
- accurately interprets written orders and directives
12. Applying Job Knowledge and Skills

Unacceptable - fails to apply knowledge and skills previously acquired
Needs Improvement - is not sufficiently applying knowledge and skills already learned
Developing - learning and practicing skills

- actively acquiring knowledge and skills
- applying them to jobs and tasks
Skilled - has all necessary knowledge and skills
- capably applies them to jobs and tasks and is successful
Exceeded Standard - knowledge and skills frequently exceed requirements of current rank
- consistently achieves high results
Mastered - knowledge and skills far exceed requirements of current rank
- expertly applies them to jobs and tasks and achieves excellent results
13. Resource Management

Unacceptable - disregards administrative procedures
- neglects security and safety
- wastes or willfully misuses resources
Needs Improvement - inconsistent use of administrative procedures
- sometimes fails to secure and safely use allotted resources
- wastes or misuses resources
Developing - conscious of administrative procedures
- makes effort to secure and safely use allotted resources
Skilled - uses administrative procedures
- secures and safely uses allotted resources
Exceeded Standard - consistently uses proper administrative procedures
- takes great care of allotted resources
Mastered - good understanding of proper administrative procedures
- maintains and protects resources
- always safety conscious
14. Accountability
Unacceptable - lacks understanding of areas of responsibility
- shifts blame or makes excuses
Needs Improvement - incomplete under-standing of areas of responsibility
- inconsistent support of subordinates’ decisions and actions
- sometimes makes excuses or shifts blame
Developing - refining understanding of areas of responsibility
- accepts personal responsibility and starts to support sub-ordinates’ decisions and actions
Skilled - admits own mistakes
- accepts and understands areas of responsibility
- supportive of subordinates’ decisions and actions
Exceeded Standard - fully acknowledges mistakes and takes corrective actions
- assumes fullest extent of responsibilities
- consistently stands behind subordinates’ decisions and actions
Mastered - shows moral courage by acknowledging mistakes and supporting others
- comprehensive knowledge of areas of responsibility
- cultivates confidence in subordinates by loyally supporting their decisions and actions
15. Reliability
Unacceptable - is unprepared
- misses deadlines, and lacks accuracy
Needs Improvement - occasionally inaccurate, unprepared, or misses deadlines
Developing - recognizes the importance of being accurate and meeting deadlines
- prepares for tasks and jobs
Skilled - dependable and steady performer; work is accurate and on time
- always prepared
Exceeded Standard - productive
- always produces good work which inspires confidence in others
- prepares thoroughly
Mastered - highly productive
- excellent quality of work
- trustworthy; example for others
16. Ethics & Values

Unacceptable - unable to recognize what is ethical in a given situation
- disrespectful towards others
- fails to reflect the CAF's ethical values
Needs Improvement - has difficulty recognizing what is ethical in a given situation
- seldom considers ethical aspects (rules, consequences, care for others, values) when making decisions
- frequently fails to interact with others in a respectful manner
- inconsistently reflects the CAF's ethical values
Developing - usually recognizes what is ethical in a given situation
- learning to consider ethical aspects (rules, consequences, care for others, values) when making decisions
- making effort to interact with others in a respectful manner

- trying to reflect the CAF's ethical values
Skilled - recognizes what is ethical in any situation
- considers ethical aspects (rules, consequences, care for others, values) when making decisions
- consistently interacts with others in a respectful manner and occasionally engages in ethical dialogue
- generally reflects the CAF's ethical values
Exceeded Standard - recognizes what is ethical in any situation
- seeks to identify & consider different ethical (rules, consequences, care for others) when making decisions
- accepts being accountable for the ethical factors of actions
- consistently interacts with others in a respectful manner and frequently engages in dialogue on the ethics of a situation
- consistently reflects the CAF's ethical values
Mastered - recognizes what is ethical in any situation
- seeks to identify & consider different ethical approaches (rules, consequences, care for others, etc) when making decisions
- makes a significant contribution to a healthy ethical climate by frequently initiating dialogue on the ethics of a situation, by
interacting with others in a respectful manner, and by encouraging ethical behaviour in others
- embodies the CAF's ethical values and encourages them in others
5A03. Master Sailor / Master Corporal

1. Supervising
- gives poor direction and is unable to enforce standards or ensure completion of tasks
- disregards or does not know disciplinary policy, procedures and regulations
- has difficulty giving direction
- occasionally doesn’t follow-up or ensure completion of tasks
- poorly informed on disciplinary matters
- shows ability to supervise work
- is conscious of standards
- follows-up
- learning disciplinary policy, procedures and regulations
Skilled - knows subordinates well and looks after their well-being
- gives basic guidance and capably directs work of others performing elementary tasks
- enforces standards and ensures completion of tasks
- knows disciplinary policy, procedures and regulations
- confidently gives basic guidance and directs the work of others performing elementary tasks
- strictly enforces standards
- always ensures completion of tasks
- knows well and applies disciplinary policy, procedures, and regulations
Mastered - knows subordinates
- extremely well, always promotes their well-being
- expertly supervises tasks of increasing complexity
- refines standards
- always ensures task completion at a very high quality
- skillfully identifies disciplinary problems and always takes appropriate action

Unacceptable - shows little concern for subordinates’ performance
- does not record performance related information
- fails to provide feedback
Needs Improvement - shows limited awareness of subordinate performance
- does not record critical performance related information
- provides minimal and sometimes inappropriate feedback
Developing - becoming familiar with performance evaluation system
- making observations and starting to provide feedback
- learning to recognize and address individual strengths and weaknesses
Skilled - carefully observes subordinates’ performance
- recognizes strengths and weaknesses
- discusses performance observations with subordinates follows the PDR process, provides useful guidance to subordinates and
conducts regular PDR interviews
Exceeded Standard - systematically observes and records subordinates’ performance and provides detailed feedback
- identifies strengths and weaknesses
Mastered - makes accurate and insightful observations of subordinates’ performance
- consistently provides constructive feedback and encouragement to inspire subordinates
3. Team Building
Unacceptable - discourages others
- creates dissension or unfavourable group climate
Needs Improvement - does not adapt motivation to individuals and situations
- lack of interest in team performance and goals
Developing - learning to adapt motivation to individuals and situations
- learning impact of leader’s style on others
- learning group dynamics and how to make the team effective
Skilled - conveys positive out-look to subordinates
- uses appropriate motivational styles to inspire individuals
- uses knowledge of group dynamics to promote team goals
Exceeded Standard - team player
- uses appropriate motivational styles to inspire individuals and ensure good team performance in various circumstances
Mastered - enthusiastic team player
- motivates others to overcome limitations
4. Leading Change
Unacceptable - rejects or ignores valid change initiatives
- contributes to negative climate surrounding change
Needs Improvement - resists valid change initiatives
- sometimes fails to communicate change
Developing - learning how to implement change and understand the impact of change
- making efforts to communicate change to subordinates
Skilled - provides input to change initiatives
- effectively implements change
- discusses change with subordinates
Exceeded Standard - makes insightful contributions to change initiatives
- overcomes obstacles during implementation of change
- fully explains change to subordinates
Mastered - provides insightful and practical input to change initiatives
- skillfully communicates change to subordinates

6. Problem-Solving
- inconsistent use of problem solving techniques relies heavily on outdated solutions

- innovative
7. Decision-Making
- unaware of risk
Developing - learning to make decisions selecting appropriate course of action
- taking action

- example to others
9. Initiative

Unacceptable - uninterested or incapable of listening to others
- ineffective verbal communicator
Needs Improvement - sometimes fails to listen attentively
- communicates with some difficulty
Developing - listens to others
- learning effective instructional and speaking techniques
Skilled - effective listener
- speaks effectively in front of small groups
- gives clear verbal orders and instructions
Exceeded Standard - listens carefully to others and answers questions accurately
- speaks accurately and confidently in front of small groups
- effective instructor
Mastered - obtains information by skillfully listening and questioning others

- capably uses logic to convince others
- good instructor

Unacceptable - unable to express ideas in writing
- unable to interpret written orders and directives
Needs Improvement - expresses ideas in writing with some difficulty
- limited knowledge of military writing
- some difficulty in interpreting written orders and directives
Developing - learning written communication techniques
- becoming familiar with military writing
- making interpretations of written orders and directives
Skilled - conveys ideas in writing
- awareness of military writing
- capably interprets written orders and directives
Exceeded Standard - writes clearly and concisely
- consistently applies knowledge of military writing
- accurately interprets written orders and directives
Mastered - produces clear and coherent written ideas and explanations
- well-versed in military writing
- skillfully interprets written orders and directives


Unacceptable - unable or unwilling to control resources
- fails to use proper administrative and logistical procedures
- wastes or willfully misuses resources
Needs Improvement - shows poor understanding of unit-level administrative and logistical procedures
- occasionally fails to use correct resource control measures
- wastes or misuses resources
Developing - increasing awareness of unit-level administrative and logistical procedures
- learning resource control and security measures
Skilled - good understanding of unit level administrative and logistical procedures
- takes appropriate resource control and security measures
Exceeded Standard - very good under-standing of unit level administrative and logistical procedures
- always conscious of resource control and security measures
Mastered - excellent under-standing and use of unit level administrative and logistical procedures
- takes preventive resource control and security measures
14. Accountability
Needs Improvement - incomplete understanding of areas of responsibility
- accepts personal responsibility and starts to support subordinates’ decisions and actions
15. Reliability
- always prepared
Mastered - Highly productive
- Excellent quality of work
16. Ethics & Values

Unacceptable - unable to recognize what is ethical in a given situation
- disrespectful towards others
Needs Improvement - has difficulty recognizing what is ethical in a given situation
- seldom considers ethical aspects (rules, consequences, care for others, values) when making decisions
- frequently fails to interact with others in a respectful manner
Developing - usually recognizes what is ethical in a given situation
- learning to consider ethical aspects (rules, consequences, care for others, values) when making decisions
- making effort to interact with others in a respectful manner
Skilled - recognizes what is ethical in any situation
- considers ethical aspects (rules, consequences, care for others, values) when making decisions
- consistently interacts with others in a respectful manner and occasionally engages in ethical dialogue
Exceeded Standard - recognizes what is ethical in any situation
- seeks to identify & consider different ethical (rules, consequences, care for others) when making decisions
- consistently interacts with others in a respectful manner and frequently engages in dialogue on the ethics of a situation
Mastered - recognizes what is ethical in any situation
- seeks to identify & consider different ethical approaches (rules, consequences, care for others, etc) when making decisions
- makes a significant contribution to a healthy ethical climate by frequently initiating dialogue on the ethics of a situation, by
interacting with others in a respectful manner, and by encouraging ethical behaviour in others
5A04. Petty Officer 2nd Class / Sergeant

1. Supervising
- fails to direct the work of others effectively
- does not enforce standards and ensure completion of work
- does not recognize disciplinary problems, fails to take action
- has difficulty supervising complex tasks
- occasionally misunderstands standards or fails to enforce them
- has difficulty dealing with disciplinary problems and taking appropriate action
- showing ability to supervise complex tasks
- conveying standards to subordinates and enforcing them
- starting to recognize disciplinary problems, identifies different courses of action
- capably directs the work of others performing complex tasks
- maintains high standards, always ensures completion of work
- recognize disciplinary problems, takes appropriate action
- consistently gives detailed guidance and establishes priorities
- proficiently directs the work of others performing complex tasks and achieves consistently good results
- capably identifies disciplinary problems, takes immediate and appropriate action
- expertly directs simultaneous tasks and monitors priorities
- sets and enforces standards for junior leaders
- anticipates problems, takes swift action and fully informs superiors
- makes disciplinary recommendations based on comprehensive knowledge of policy

Unacceptable - does not analyze subordinates’ behaviour
- does not provide individual feedback
Needs Improvement - has difficulty analyzing subordinates behaviour
- has difficulty personalizing feedback
Developing - starting to analyze subordinates’ behaviour
- provides constructive feedback and encouragement
Skilled - makes accurate and insightful observations of subordinates’ behaviour
- always provides constructive feedback and encouragement to inspire subordinates
Exceeded Standard - consistently and fairly assesses subordinates’ behaviour and performance
- explores opportunities for development
- uses feedback as a development tool
Mastered - always fairly and accurately assesses subordinates’ behaviour, performance, and potential
- continuously creates opportunities for development
- good career and personal development coach
3. Team Building
Unacceptable - unable to create or sustain effective teams
Needs Improvement - has difficulty promoting team effectiveness and communicating goals
- sometimes unable to keep team focussed
Developing - starting to apply group dynamics and team building techniques (group coaching, goal setting, etc)
Skilled - team player
- skillfully motivates others
- fosters cooperation
- fully aware of team goals
Exceeded Standard - enthusiastic team player
- uses knowledge of team personnel to assign roles and tasks
- keeps team focussed
Mastered - overcomes individual differences to achieve challenging team goals
- sustains team performance during demanding periods
- shows exceptional ability to build and maintain cohesive teams
4. Leading Change
Unacceptable - avoids participation in change process
- fails to take ownership of change objectives and process
Needs Improvement - resists participation in change process
- does not always communicate change objectives and process
Developing - participates in change process
- making efforts to communicate change objectives and process to subordinates
Skilled - provides insightful and practical input to change initiatives
- effectively communicates change objectives and process to subordinates
Exceeded Standard - fully participates in change process and makes distinct improvements
- overcomes obstacles to effectively implement change
- consistently communicates positive aspects of change
Mastered - makes significant contributions to change process and carefully monitors results
- highly receptive to change
- actively helps others to adapt to change

6. Problem-Solving
- uses problem-solving process and develops solutions
- innovative
7. Decision-Making
- unaware of risk
- taking action

- example to others
9. Initiative


Unacceptable - does not listen to others or unable to interpret their comments
- ineffective speaker
Needs Improvement - sometimes fails to interpret others’ comments accurately
- has difficulty speaking effectively under most circumstances
Developing - listens attentively to others and interprets their comments accurately
- refining speaking skills
Skilled - obtains information by skillfully listening and questioning others
- capably uses logic to convince others
- capable instructor
Exceeded Standard - very good interviewer
- effective speaker in front of large groups,
- capable of speaking well without preparation
- highly effective instructor
Mastered - excellent interviewer
- speaks confidently in front of large groups
- tailors explanations to audience and very receptive to listeners’ needs
- model instructor

Unacceptable - unable to organize ideas in writing
- inaccurate or no understanding of military writing
- unable or unwilling to interpret written pollicies and procedures
Needs Improvement - has some difficulty organizing ideas in writing
- little knowledge of military writing
- has difficulty interpreting policies and procedures
Developing - learning to organize ideas in writing
- familiarity with military writing
- interpreting policies and procedures
Skilled - produces clear and coherent written ideas and explanations
- well-versed in military writing
- skillfully interprets policies and procedures
Exceeded Standard - organizes ideas and explanations very effectively
- very good under-standing and use of military writing
- interprets written material of increasing complexity
Mastered - produces persuasive and coherent written ideas and arguments of very high quality
- fully conversant with military writing
- skillfully interprets written material of increasing complexity


Unacceptable - willfully wastes or misuses resources
- deficient understanding of unit-level administrative and logistical systems
- unable or unwilling to control resources
- deficient understanding of the administrative system
- unable or unwilling to analyze administrative problems
Needs Improvement - wastes or misuses resources
- limited understanding of unit-level administrative and logistical systems
- failing to effectively control resources
- limited understanding of the administration system
- difficulty analyzing administrative problems
Developing - refining knowledge of unit-level administrative and logistical systems
- controlling resources
- conscious of safety and security
- sound understanding of the administrative system
- learning to analyze and research administrative problems
Skilled - very good understanding and use of unit-level administrative and logistical procedure
- takes preventive resource control and security measures
- efficiently conducts basic administration
- knows how to research administrative problems and skillfully applies knowledge
Exceeded Standard - familiar with and capably uses administrative and logistical support outside the unit
- proficiently controls materials and equipment while maintaining security and safety
- good administrator, consistently researches administrative problems and finds solutions
Mastered - skillfully makes use of administrative and logistical support outside the unit
- expertly controls materials and equipment while maintaining security and safety
- very good administrator, thoroughly researches administrative problems and always recommends and implements practical
solutions
14. Accountability
15. Reliability
- always prepared
Exceeded Standard - productive always produces good work which inspires confidence in others
16. Ethics & Values

Unacceptable - does not perform work in an ethical manner
- demonstrates a lack of understanding of different ethical approaches (rules, consequences, care for others, values) when
making decisions
- reluctant to accept being accountable for the ethical factors of actions
- fails to ensure that expectations on ethics are known to subordinates and that their work is performed in an ethical manner
- fails to provide subordinates with opportunities to discuss ethical risks and concerns
Needs Improvement - inconsistent in performing work in an ethical manner
- demonstrates an incomplete understanding of different ethical approaches (rules, consequences, care for others, values) when
making decisions
- often reluctant to accept being accountable for the ethical factors of actions
- seldom communicates expectations on ethics to subordinates or checks that their work is performed in an ethical manner
- seldom provides subordinates with opportunities to discuss ethical risks and concerns
Developing - usually performs work in an ethical manner
- usually considers different ethical approaches (rules, consequences, care for others, values) when making decisions
- usually accepts being accountable for the ethical factors of actions
- learning to communicate expectations on ethics to subordinates, and to check that their work is performed in an ethical manner
- occasionally provides subordinates with opportunities to discuss ethical risks and concerns
Skilled - performs work in an ethical manner
- demonstrates an understanding of different ethical approaches (rules, consequences, care for others, values) when making
decisions
- ensures expectations on ethics are known to subordinates

- provides subordinates with opportunities to discuss ethical risks and concerns
- performs regular assessment of the workplace and takes steps to ensure subordinates' work is performed in an ethical manner
Exceeded Standard - performs work in an ethical manner
decisions
- promotes an ethical climate by ensuring expectations on ethics are known to subordinates, by providing feedback on
behaviours and activities, and by providing opportunities for ethical growth
- performs regular assessment of the workplace, takes steps to ensure subordinates' work is performed in an ethical manner, and
deals with non-compliance by determining reasons and taking remedial action
Mastered - acts as a role model for ethics by performing work in an ethical manner, by demonstrating a general understanding of different
ethical approaches (rules, consequences, care for others, values) when making decisions, by applying conflict of interest
principles, and by being accountable for the ethical factors of actions
- provides a healthy voice environment by creating dialogue opportunities, by making provision for anonymity and confidentiality,
and by fostering a reprisal free environment
- manages ethical risks by performing regular assessment of the workplace and by developing/communicating/implementing
action plans to deal with ethical risks
- takes steps to ensure subordinates' work is performed in an ethical manner, deals with non-compliance by determining reasons
and taking remedial action
5A05. Petty Officer 1st Class / Warrant Officer

1. Supervising
- unable to balance simultaneous tasks and conflicting priorities
- fails to set and enforce standards
- deficient understanding of disciplinary issues and problems
- fails to make disciplinary recommendations or take action
- balances simultaneous tasks and conflicting priorities with difficulty
- inconsistently sets and enforces standards
- poor understanding of disciplinary issues and problems
- reluctant to make disciplinary recommendations or take action
- starting to balance simultaneous tasks and conflicting priorities
- sets and enforces standards
- starting to provide advice to superiors on supervisory practices
- building awareness of disciplinary issues and problems
- learning to make recommendations based on increasing knowledge of disciplinary policy
- skillfully directs simultaneous tasks and monitors priorities
- sets and enforces standards for junior leaders
- provides advice on supervisory practices
- anticipates problems, takes quick action and informs superiors
- makes disciplinary recommendations based on good knowledge of policy
- consistently sets and enforces high standards for junior leaders
- consistently provides good advice on supervisor practices
- anticipates problems, takes swift action and fully informs superiors
- consistently makes sound recommendations based on comprehensive knowledge of disciplinary policy
- skillfully oversees challenging and complex task
- provides insightful and instructive advice on supervisory practices
- expertly coordinates efforts of subordinate leaders
- strictly enforces disciplinary standards at sub-unit level

Unacceptable - unable or unwilling to gauge subordinates' performance and potential
- fails to provide developmental opportunities for subordinates
Needs Improvement - inconsistently evaluates subordinate's performance and potential
- provides limited developmental opportunities for subordinates
Developing - evaluates subordinates' performances and potential
- provides some opportunities for development based on evaluations
Skilled - always assesses subordinates' performance and potential accurately
- continuously provides opportunities for development
- based on evaluations
Exceeded Standard - experienced judge of performance and potential
- creates innovative and challenging opportunities to develop subordinates
Mastered - judiciously assesses subordinates' performance and potential, and makes wise career recommendations
- skillfully cultivates leadership and technical expertise in subordinates
3. Team Building
Unacceptable - fails to consider and reconcile individual differences, and to promote team harmony
- ineffective team builder
Needs Improvement - has difficulty considering and reconciling individual differences
- builds weak or fragmented teams
Developing - starting to consider and reconcile individual differences and promote team harmony
- builds and maintains cohesive teams
- directs team efforts towards goals
Skilled - considers and reconciles individual differences, and promotes team harmony
- shows good ability to build and maintain cohesive teams
- motivates teams to meet and exceed goals
Exceeded Standard - fully considers and reconciles individual and team differences, promotes harmony
- very strong ability to build and maintain cohesive teams
- capably motivates teams to meet and exceed challenging goals
Mastered - expertly balances strengths and weaknesses in subordinate teams
- skillful coach and motivator
- always sustains team effort and performance
- provides strong expertise and support to teams and team leaders
4. Leading Change
Unacceptable - unaware of change process
- poisons minds of subordinates toward change
Needs Improvement - insufficient knowledge of change process
- negatively or inconsistently communicates change to subordinates
Developing - building knowledge of change process
- willing participant
- promotes change to others
Skilled - fully participates in change process and makes distinct improvements
- promotes positive aspect of change to others
Exceeded Standard - contributes significantly to change process
- consistently monitors results
- fosters positive aspects of change and actively helps others to adapt
Mastered - active and successful change agent
- drives change process and encourages active participation of others
- always makes valuable and insightful contributions

6. Problem-Solving

- innovative
7. Decision-Making
- unaware of risk
- taking action

- example to others
9. Initiative

Unacceptable - unwilling or unable to prepare or deliver effective presentations
- ineffective listener
Needs Improvement - has difficulty preparing and delivering presentations

- inconsistently applies listening skills
Developing - learning to prepare and deliver effective presentations
- building discussion and listening skills
Skilled - gathers information and prepares effective presentations
- listens attentively to others, asks insightful questions
Exceeded Standard - thoroughly researches and prepares effective presentations
- listens attentively to others, asks insightful questions, and makes accurate inferences
Mastered - synthesizes complex material into highly effective presentations
- highly effective listener, speaker and questioner in a wide range of settings

Unacceptable - unwilling or unable to prepare and present staff work
- fails to review the work of others
Needs Improvement - has difficulty preparing and presenting staff work
- ineffectively reviews the work of others
Developing - starting to prepare and present good staff work
- learning to review the work of others
Skilled - gathers information, prepares, and presents good staff work
- reviews the work of others
Exceeded Standard - researches, prepares and presents complete and original staff work
- carefully reviews the work of others and suggests improvements
Mastered - prepares coherent and imaginative arguments
- synthesizes complex written material
- always reviews the work of others and makes constructive suggestions


Unacceptable - Willfully wastes or misuses resources
- Unable or unwilling to design or implement resource control measures
- deficient understanding of costing and supply principles
- fails to apply or has deficient knowledge of administrative pollicies and procedures
- deficient understanding of specialists’ capabilities
- poor design and implementation of resource control measures
- has difficulty under-standing costing and supply principles
- hesitant to apply knowledge of administrative policies and procedures
- little understanding of specialists’ capabilities
Developing - learning to design and implement resource control measures
- developing under-standing of costing and supply principles
- gaining knowledge of administrative policies and procedures and improving problem-solving ability
- increasing under-standing of specialists’ capabilities
Skilled - designs and implements resource control measures
- analyses support requirements
- has good knowledge of administrative pollicies and procedures and solves difficult problems
- obtains advice from specialists
Exceeded Standard - creates, implements, and validates resource control measures
- analyses support requirements and consistently allocates sufficient resources
- has detailed knowledge of administrative policies and procedures and readily solves difficult problems
- obtains and uses specialists’ advice very well
Mastered - skillfully monitors financial and material resources
- accurately prepares budgets and makes swift adjustments
- judiciously allocates resources to subordinates and forecasts future needs
- creatively applies administrative knowledge
- makes sound recommendations based on own experience, specialists’ advice, and knowledge of subordinates
- makes meaningful contribution to the business planning process
14. Accountability

Mastered - shows moral courage by acknowledging mistakes and sup-porting others
15. Reliability
- always prepared
16. Ethics & Values

making decisions
making decisions
decisions
decisions
5A06. Chief Petty Officer 2nd Class / Master Warrant Officer

1. Supervising
- unable or unwilling to oversee challenging and complex tasks
- fails to coordinate efforts of subordinate leaders
- neglects to enforce disciplinary standards in sub-unit
- has difficulty overseeing challenging and complex tasks
- inconsistently coordinates efforts of subordinate leaders some difficulty enforcing disciplinary standards in sub-unit
- gaining experience and ability to oversee challenging, complex tasks
- learning to coordinate efforts of subordinate leaders development
- enforces disciplinary standards in sub-unit
- skillfully oversees challenging and complex tasks
- skillfully coordinates efforts of subordinate leaders
- strictly enforces disciplinary standards at sub-unit level
- provides insightful and instructive advice on supervisory practices and disciplinary matters
- judiciously oversees challenging, complex tasks, confidently coordinates efforts of subordinate leaders
- capably sets, communicates, and upholds very high standard, often at unit level
- provides highly professional advice on supervisory practices and disciplinary matters
- expert, highly experienced supervisor
- forcefully promotes well-being of subordinates
- judiciously sets, communicates, and upholds very high standards, often at unit level
- rigorously enforces disciplinary standards in unit
- expert on disciplinary and supervisory matters, acts as focal point for advice

Unacceptable - unable or unwilling to judge performance and potential
- fails to promote the development of subordinates and to help them achieve career goals
Needs Improvement - limited ability to judge performance and potential
- inconsistent development of leadership and technical competence in subordinates
- sometimes fails to help subordinates achieve career goals
Developing - building ability to judge performance and potential
- promotes development of leadership and technical competence in subordinates
- learning to help subordinates achieve career goals
Skilled - experienced judge of performance and potential
- skillfully cultivates leadership and technical expertise in subordinates
- provides career advice to subordinates
Exceeded Standard - discerning judgement of performance and potential
- proficiently cultivates leadership and technical expertise in subordinates
- consistently prepares subordinates for increased responsibility and training
- provides sound career advice and helps subordinates achieve career goals
Mastered - expertly assesses performance and potential
- always prepares subordinates for increased responsibility and training, builds their confidence
- expertly advises them on career issues and is always helping them achieve career goals
- role model for subordinate leaders
3. Team Building
Unacceptable - fails to balance teams based on awareness of personnel’ strengths and weaknesses
- unwilling or unable to coach or motivate
Needs Improvement - limited awareness of strengths and weaknesses of subordinate teams
- inconsistent application of coaching and motivational skills
Developing - awareness of strengths and weaknesses of subordinate teams and team leaders
- refining coaching and motivational skills

- taking steps to sustain team effort and performance
Skilled - skillfully balances strengths and weaknesses in subordinate teams and team leaders
- skilful coach and motivator
- sustains team effort and performance, achieves good results
- provides strong expertise and support to teams and team leaders
Exceeded Standard - wisely employs all team personnel and resources to maximize team performance
- guides and facilitates teams very effectively
- consistently sustains team performance and achieves high results
- consistently helps teams to cooperate among each other
Mastered - excellent coach and team facilitator
- sustains subordinate teams by judiciously offering guidance, inspiration, and expertise
- always fosters cooperation within and outside unit/sub-unit
4. Leading Change
Unacceptable - deficient knowledge of change process
- fails to contribute or make suggestions to improve change process
Needs Improvement - limited awareness of change process
- reluctant to contribute or make suggestions to improve change process
Developing - uses knowledge of change process
- makes valuable contributions
- learning to drive change process and encourages active participation of others
Skilled - active and successful change agent
Exceeded Standard - proactive and very successful change agent
- proficiently drives change process and gets others to actively and positively participate
- significantly contributes to improve change process
Mastered - excellent and extremely successful change agent
- always foresees resistance and minimizes its impact
- contributes immensely to refine change process and achieve excellence

6. Problem-Solving
- innovative
7. Decision-Making
- unaware of risk
- taking action learning to assume risks

- example to others
9. Initiative

Unacceptable - does not listen to others or unable to interpret their comments
Needs Improvement - sometimes fails to interpret others’ comments accurately
- has difficulty speaking effectively under most circumstances
Developing - capable interviewer
- obtains information by skillfully listening and questioning others
Skilled - skilled interviewer
- listens attentively to others and interprets their comments accurately
- capably uses arguments to convince others
Exceeded Standard - highly skilled interviewer
- effective persuasive speaker in front of large groups,
- capable of speaking well without preparation
Mastered - excellent interviewer
- speaks confidently in front of large groups with or without preparation
- possesses refined speaking and presentation skills
Unacceptable - unable to organize ideas in writing

- inaccurate or no understanding of military staff procedures
- unable or unwilling to interpret written policies and procedures
Needs Improvement - has some difficulty organizing ideas in writing
- little knowledge of military staff procedures
Developing - has some difficulty organizing ideas in writing
- little knowledge of military staff procedures
Skilled - produces coherent written ideas and explanations
- understands and uses military staff procedures
- skillfully interprets policies and procedures
- capably reviews the work of others
Exceeded Standard - organizes ideas and explanations very effectively
- very good understanding and use of military staff procedures
- carefully reviews the work of others
Mastered - produces persuasive and coherent written ideas and arguments of very high quality
- well-versed in military staff procedures
- skillfully summarizes written material of increasing complexity


- unable or unwilling to coordinate allocation and use of resources
- fails to consider economy and efficiency
- neglects administrative situations
- difficulty coordinating allocation and use of resources
- sometimes fails to consider economy and efficiency
- has difficulty dealing with administrative situations
Developing - learning to coordinate allocation and use of resources
- starting to promote economy and efficiency
- making efforts to improve administrative efficiency
Skilled - skillfully coordinates the allocation and use of resources to reflect training and operational requirements
- promotes economy and efficiency
- always on top of administrative problems
Exceeded Standard - implements resource policy and oversees the allocation and use of resources
- strictly enforces resource control measures and consistently ensures economy and efficiency
- anticipates administrative problems and takes swift action
Mastered - provides insightful advice to superiors regarding resource policy and allocation
- uses resource control measures to their fullest extent
- actively contributes to overall economy and efficiency
- makes significant contributions to unit administrative effectiveness
14. Accountability
Mastered - shows moral courage by acknowledging mistakes and sup-porting others

15. Reliability
- always prepared
Exceeded Standard - productive always produces good work which inspires confidence in others
16. Ethics & Values

making decisions
making decisions
decisions
decisions
5A07. Lieutenant(N) / Captain

1. Supervising
- fails to delegate and assign priorities
- fails to enforce standards

- has little or deficient knowledge of military law
- unwilling or unable to conduct investigations or take on disciplinary roles
- has difficulty delegating and assigning priorities
- inconsistent application of standards
- lacks knowledge of military law
- conducts investigations and takes on disciplinary roles with difficulty
- starting to delegate and assign priorities
- setting and normally enforcing standards
- becoming familiar with military law
- gaining experience in conducting investigations and acting in different disciplinary roles
- capably delegates and assigns priorities
- sets and strictly enforces standards
- conversant with military law and makes disciplinary decisions
- can conduct investigations
- capably acts as assisting officer, officer of the court, and attending officer
- proficiently delegates and assigns priorities
- develops and strictly applies standards
- detailed knowledge of military law and prompt to take action
- capably conducts investigations
- experienced in various disciplinary roles
Mastered - Knows subordinates extremely well, promotes their well-being
- Reconciles conflicting demands
- formulates policy on significant issues, ensures compliance
- well-versed in military law and makes sound disciplinary decisions
- conversant with powers of punishment and can effectively act as delegated officer

Unacceptable - fails to identify subordinates’ strengths and weaknesses
- unable to train or counsel effectively
Needs Improvement - has difficulty identifying subordinates’ strengths and weaknesses
- has difficulty training or counseling effectively
Developing - learning to identify subordinates’ strengths and weaknesses
- starting to link deficiencies with training and/or counseling
Skilled - identifying subordinates’ strengths and weaknesses
- trying to correct deficiencies through training and counseling
Exceeded Standard - skillfully identifies subordinates’ strengths and weaknesses
- consistently counsels subordinates on performance
- explorers opportunities for development of subordinates
Mastered - assesses subordinates’ competencies and coaches them accordingly
- creates innovative opportunities for development of subordinates
3. Team Building
Unacceptable - deficient knowledge of principles of team building
- unable or unwilling to motivate team personnel
Needs Improvement - has little knowledge of principles of team building
- inconsistent motivator
Developing - becoming familiar with principles of team building
- capable of motivating team personnel to achieve group goals
Skilled - capably employs principles of team building and motivation to promote group cohesion and achieve goals
Exceeded Standard - builds and coaches cohesive teams
- inspires teams to meet and exceed goals
Mastered - uses knowledge of team building methods and team personnel to form and sustain highly effective teams
- guides teams to overcome obstacles
4. Leading Change
Unacceptable - unable to identify change opportunities
- fails to communicate with subordinates during change process
- unable to implement change
Needs Improvement - has difficulty identifying change opportunities
- fails to explain change process to subordinates throughout the change process
- ineffectively implements change

Developing - learning to identify opportunities for change
- learning to communicate with subordinates throughout the change process
- capable of implementing change
Skilled - identifies opportunities for change
- articulates reasons for change to subordinates
- willingly and capably implements change
Exceeded Standard - identifies and creates opportunities for change
- communicates with subordinates throughout change process
- willing and consistently effective at implementing change
Mastered - drives change
- balances organizational and subordinates’ requirements while implementing and validating change
- monitors the impact of change

6. Problem-Solving
- innovative
7. Decision-Making
- unaware of risk
- taking action


- example to others
9. Initiative

Unacceptable - unwilling or unable to prepare or deliver effective presentations
- building discussion and listening skills
Skilled - gathers information and prepares effective presentations
- listens attentively to others, asks insightful questions
Exceeded Standard - thoroughly researches and prepares effective presentations
- listens attentively to others, asks insightful questions, and makes accurate inferences
Mastered - synthesizes complex material into highly effective presentations
- highly effective listener, speaker and questioner in a wide range of settings

- fails to review the work of others
- learning to review the work of others
Skilled - gathers information, prepares, and presents good staff work
- carefully reviews the work of others and suggests improvements
Mastered - prepares coherent and imaginative arguments
- always reviews the work of others and makes constructive suggestions



Unacceptable - Willfully wastes or misuses resources
- Unable or unwilling to design or implement resource control measures
- deficient understanding of costing and supply principles
- fails to apply or has deficient knowledge of administrative pollicies and procedures
- deficient understanding of specialists’ capabilities
- poor design and implementation of resource control measures
- has difficulty under-standing costing and supply principles
- hesitant to apply knowledge of administrative policies and procedures
- little understanding of specialists’ capabilities
Developing - learning to design and implement resource control measures
- developing understanding of costing and supply principles
- gaining knowledge of administrative policies and procedures and improving problem solving ability
- increasing understanding of specialists’ capabilities
Skilled - designs and implements resource control measures
- analyses support requirements
- has good knowledge of administrative pollicies and procedures and solves difficult problems
- obtains advice from specialists
Exceeded Standard - creates, implements, and validates resource control measures
- analyses support requirements and consistently allocates sufficient resources
- obtains and uses specialists’ advice very well
Mastered - skillfully monitors financial and material resources
- judiciously allocates resources to subordinates and forecasts future needs
- makes sound recommendations based on own experience, specialists’ advice, and knowledge of subordinates
- makes meaningful contribution to the business planning process
14. Accountability
15. Reliability
- always prepared
16. Ethics & Values

making decisions
making decisions
decisions
decisions
5A08. Lieutenant-Commander / Major

1. Supervising
- fails to reconcile conflicting demands, assign priorities
- fails to provide direction to subordinates
- unable or unwilling to apply principles of military law
- has difficulty reconciling conflicting demands, delegating, and assigning priorities
- avoids formulating policy, inconsistently ensures compliance
- has difficulty applying principles of military law
- deficient knowledge of powers of punishments and role of delegated officer
- learning to reconcile conflicting demands, assigning priorities
- starting to formulate policy on significant issues, ensuring compliance
- applying the principles of military law
- learning powers of punishment and role of delegated officer
- reconciles conflicting demands
- formulates policy and ensures compliance
- detailed knowledge of military law and prompt to take action
- conversant with powers of punishment and can effectively act as delegated officer
- proficiently tailors supervisory style to job, situation, or individuals
- formulates policy on significant issues, ensures compliance
- maintains ethical standards

- comprehensive knowledge of military law and powers of punishment, acts swiftly and shows good judgement acting as
delegated officer
Mastered - knows subordinates extremely well, promotes their well-being
- judiciously adjusts supervisory style to job, situation, or individuals
- skillfully formulates general policy, fully aware of implications
- carefully monitors standards
- effectively applies military law to complex situations
- displays consistent fairness and good judgement in addressing disciplinary matters
- enforces high ethical standards
- capable of acting as Commanding Officer under military law

Unacceptable - fails to address subordinates’ strengths and weaknesses
- unable or unwilling to create opportunities for subordinate development
Needs Improvement - reluctant to address subordinates’ strengths and weaknesses
- has difficulty creating opportunities for subordinates’ development
Developing - identifying subordinates’ strengths and weaknesses
- starting to create opportunities for subordinates’ development
Skilled - assesses subordinates’ competencies and coaches them accordingly
- creates innovative opportunities for development of subordinates
Exceeded Standard - very good coach
- always takes the time to meet with subordinates to encourage them and advise them on their performance
- provides challenging opportunities for the development of subordinates
Mastered - excellent coach
- assesses strengths and weaknesses of subordinates and subordinate groups (by rank, occupation, etc…)
- ensure all subordinates have the opportunity to develop fully
3. Team Building
Unacceptable - unable or unwilling to form and coach teams
- ineffective motivator
Needs Improvement - has difficulty forming and coaching teams
Developing - forms, builds, and coaches teams
- guides teams to meet goals
Skilled - skillfully forms, builds, and coaches cohesive teams
- guides and inspires teams to meet and exceed goals
Exceeded Standard - uses knowledge of team building and team personnel to form, build, and sustain highly effective teams
- very good team facilitator, consistently provides coaching, guidance, and expertise
Mastered - skillfully steers and coordinates teams to achieve mission
- inspires team leaders to meet and exceed goals
4. Leading Change
Unacceptable - unable or unwilling to drive
- change
- poor or ineffective change communicator
Needs Improvement - has difficulty driving change
- has difficulty communicating change
Developing - starting to drive change effectively
- good change communicator, articulates reasons for change to subordinates
Skilled - drives change
- balances organizational and subordinates’ requirements while implementing and validating change
- monitors the impact of change
Exceeded Standard - drives change very effectively
- takes preventive steps to minimize resistance to change
- consistently monitors the impact of change and adjusts requirements accordingly
Mastered - skillfully identifies opportunities for change
- adroitly initiates and sustains change process


6. Problem-Solving
- innovative
7. Decision-Making
- unaware of risk
- taking action

- example to others
9. Initiative

Unacceptable - unable to organize and deliver a complex presentation
- ineffective listener and counselor
Needs Improvement - has difficulty organizing and delivering complex presentations
- sometimes fails to listens to others or counsel effectively
Developing - learning to prepare and deliver complex presentations
- listens and counsels effectively
Skilled - synthesizes complex material into highly effective presentations
- skilled listener and skilled counselor
Exceeded Standard - good presenter, comfortable presenting complex material in front of various audiences
- attentive listener and very good counselor
Mastered - polished presenter
- speaks effectively without preparation
- highly persuasive
- answers difficult questions with ease
- actively listens and demonstrates excellent counseling skills

Unacceptable - unable or unwilling to prepare coherent and original arguments
- fails to understand complex written materials
Needs Improvement - has difficulty preparing coherent and original arguments
- lacks understanding of complex written materials
Developing - prepares coherent arguments and makes efforts to be imaginative
- starting to synthesize complex materials
Skilled - prepares coherent and imaginative arguments
- skillfully reviews the work of others
Exceeded Standard - carefully prepares coherent, detailed, and imaginative arguments; written work is always clear and concise
- proficiently reviews the work of others and makes constructive suggestions
Mastered - effective writer of professional reference material
- capable of scholarly research
- reviews the work of others and always makes excellent suggestions


- unable or unwilling to monitor financial or materiel resources
- unable to prepare budgets
- inadequately distributes resources
- unable or unwilling to apply administrative policies
- fails or reluctant to make administrative recommendations

- fails to contribute in the business planning process
- has difficulty monitoring financial and materiel resources
- limited ability to prepare budgets
- allocates inadequate or insufficient resources to subordinates
- inconsistently applies administrative policies
- has difficulty making sound and timely administrative recommendations
- participation in the business planning process is sometimes inadequate
Developing - monitors financial and materiel resources
- prepares budgets
- allocates resources to subordinates
- starting to fully apply administrative knowledge
- learning to make sound and timely administrative recommendations
- participates in the business planning process
Skilled - skillfully monitors financial and material resources
- accurately prepares budgets
- allocates sufficient and adequate resources to subordinates
- makes sound and timely recommendations
- contributes to the business planning process
Exceeded Standard - consistently aware of status of material and financial resources
- good administrator
- consistently allocates sufficient and adequate resources to subordinates and forecasts future needs
- prompt to take or make administrative recommendations based on sound knowledge and advice
- makes significant contribution to the business planning process
Mastered - financially responsible
- conceptualizes resource management and control issues
- fully aware of materiel maintenance and upgrading issues
- forecasts administrative requirements and anticipates problems
- develops administrative policies to support activities
- drives the business planning process very effectively
14. Accountability
15. Reliability
- always prepared
16. Ethics & Values

making decisions
making decisions
decisions
decisions
5A09. Commander / Lieutenant-Colonel

1. Supervising
- consistently fails to use appropriate supervisory style or method
- unable to generate policy
- gives vague or ill-conceived direction
- unable or unwilling to apply military law to complex disciplinary situations
- unable or unwilling to act as Commanding Officer under military law
Needs Improvement - has little knowledge of subordinates,
- sometimes neglects their well-being sometimes uses inappropriate supervisory style or method
- generates policy with difficulty
- reluctant to give direction
- limited awareness of the application of military law to complex disciplinary situations
- reluctant to act in Commanding Officer role under military law
- building repertoire of supervisory styles and techniques
- learning to create policy at higher levels
- enforces direction
- increasing awareness of application of military law to complex disciplinary situations
- building ability in Commanding Officer role under military law
- adjusts supervisory style to job, situation, or individuals
- skillfully formulates general policy
- closely monitors standards
- effectively applies military law to complex disciplinary situations
- displays fairness and good judgement in addressing disciplinary matters
- formulates policy and standards, always conscious of impact and implications

- consistently displays fairness and good judgement in addressing disciplinary matters
- comfortable and effective as Commanding Officer under military law
Mastered - knows subordinates extremely well, pro-motes their well-being
- comfortable and effective in any supervisory role and in any situation
- capably formulates policy (national doctrinal level)
- astute observer, gives clear direction and makes insightful suggestions
- identifies systemic problems and issues that contribute to disciplinary situations
- exceptional ability in Commanding Officer’s disciplinary role

Unacceptable - fails to discern strengths and weaknesses of subordinate groups
- unable or unwilling to create opportunities for developing subordinates
Needs Improvement - reluctant to consider strengths and weaknesses of ranks and subordinate groups
- has difficulty creating opportunities for developing subordinates and subordinate groups
- has difficulty properly conducting PDR inter-views, sometimes does not meet deadlines
Developing - refining coaching skills
- identifies strengths and weaknesses of ranks and subordinate groups
- creates opportunities for developing subordinates
- starting to develop subordinate groups
Skilled - good coach
- skillfully identifies strengths and weaknesses of subordinates and subordinate groups
- ensures all subordinates have the opportunity to develop fully
Exceeded Standard - excellent coach
- accurately identifies and cultivates potential in subordinates
- consistently devises strategies to develop subordinates and subordinate groups
Mastered - acts as a mentor
- always devises innovative strategies to develop subordinates and subordinate groups and is actively involved in steering their
professional development
3. Team Building
Unacceptable - unable or unwilling to direct the efforts of teams
- neglects to motivate team leaders
- fails to achieve results or maintain group morale
Needs Improvement - has difficulty directing the efforts of teams to achieve mission
- inconsistent motivator of team leaders
- sometimes does not achieve results or maintain group morale
Developing - directs the efforts of teams to achieve mission
- increasingly effective motivator of team leaders
- achieves results and maintains group morale
Skilled - steers and coordinates teams to achieve mission
- achieves good results and maintains good group morale
Exceeded Standard - sustains balanced, highly effective teams
- deftly and subtly motivates team leaders and teams to excel
- consistently achieves high results and maintains high group morale
Mastered - creates and sustains balanced, highly effective teams
- role model for team leaders
- always achieves excellent results and maintains excellent morale
4. Leading Change
Unacceptable - unable or unwilling to identify opportunities for change
- unable to initiate or sustain change
Needs Improvement - inconsistently identifies opportunities for change
- deficient ability to initiate and sustain change
- adept at initiating and sustaining change process
Skilled - skillfully identifies opportunities for change
- fully aware of resistance during change process
Exceeded Standard - consistently identifies opportunities for change
- proficiently monitors and validates change to ensure aims are fully met
- minimizes resistance during change process
Mastered - comprehensive understanding of change management
- judiciously applies understanding to fully achieve organizational goals and to reduce resistance during change process

6. Problem-Solving
Needs Improvement - difficulty gathering
- relevant information reluctant to address problems
- innovative
7. Decision-Making
- unaware of risk
- taking action


- example to others
9. Initiative

Unacceptable - unable to speak effectively and make professional presentations
- presentations frequently lack coherence, persuasiveness, or impact
- poor listener
- unable to interview or counsel effectively
Needs Improvement - has sometimes difficulty speaking and making professional presentations
- presentations some-times lack coherence, persuasiveness, or impact
- sometimes fails to listen
- sometimes ineffective interviewer or counselor
Developing - building professional speaking and presentation skills
- learning to be persuasive
- listens effectively skilful interviewer and counselor
Skilled - polished presenter
- speaks effectively without preparation
- persuasive
- answers difficult questions with ease
- listens attentively
- good interviewer and counselor
Exceeded Standard - highly persuasive and very effective speaker in various formal and informal setting
- addresses contentious or controversial issues in an effective manner
- actively listens
- proficient good inter-viewer and counselor
Mastered - accomplished speaker
- shows exceptional judgement when speaking on contentious or controversial issues
- always listens actively and carefully
- excellent interviewer and counselor

Unacceptable - unable or unwilling to prepare professional articles and papers
- lacks research skill
Needs Improvement - deficient ability to prepare professional articles and papers
- insufficient research skill
Developing - learning to prepare effective professional articles and papers
- increasing research skills
- capable of reviewing complex or unfamiliar written material
Skilled - effective writer of professional articles and papers
- capable of researching complex problems
- skillfully reviews complex or unfamiliar written material
Exceeded Standard - highly effective writer of professional articles and papers
- proficient at researching complex problems
- reviews complex or unfamiliar written material and makes constructive suggestions
Mastered - excellent writer and reviewer of professional articles and papers
- adept at researching complex problems
- reviews the work of others and makes excellent suggestions



- unable or unwilling to conceptualize resource management and control
- lacks awareness of material maintenance and upgrading issues
- unable or unwilling to predict or foresee administrative requirements and problems
- fails to devise or implement administrative policy
- unable to drive the business planning process
- some difficulty conceptualizing resource management and control
- limited awareness of material maintenance and upgrading issues
- deficient ability to predict or foresee administrative requirements and problems
- sometimes has difficulty devising administrative policies
- reluctant to drive the business planning process
Developing - learning to conceptualize resource management and control
- building awareness of materiel maintenance and upgrading issues
- learning to forecast administrative requirements and foresee problems
- starting to develop administrative policies to support training and operations
- learning to drive the business plan process effectively
Skilled - financially responsible
- conceptualizes resource management and control
- fully aware of materiel maintenance and upgrading issues
- forecasts administrative requirements and anticipates problems
- develops administrative policies to sup-port training and operations
- effectively drives the business planning process
Exceeded Standard - financially responsible
- generates and administers general management resource policies
- knowledge and application of sustainability, life-cycle management, and other advanced logistical issues
- consistently promotes economy and efficiency
- develops administrative concepts to streamline operations
- always ensures that administrative problems are resolved swiftly
- actively drives the business planning process
Mastered - financially responsible
- excellent knowledge and application of sustainability, life cycle management, and other advanced logistical issues
- promotes and exemplifies economy and efficiency
- develops and implements administrative concepts to stream line operations
- actively contributes to the effectiveness of local administrative system
- initiates business process
14. Accountability
15. Reliability
- always prepared

16. Ethics & Values

making decisions
making decisions
decisions
decisions
5B01. Leadership
1. emphasize leadership capabilities demonstrated in working with superiors, peers and subordinates; and
2. consider appropriateness of leadership styles to situations, tasks, and individuals. Consider appropriateness of conflict resolution style, knowledge, and
ability in different situations and with different individuals. With increasing rank, it becomes necessary to employ a wider variety of leadership styles and
to become more competent at applying these leadership techniques in diverse settings. In addition, supervisors must be prepared to assume a greater
role in developing subordinates by becoming aware of a wider variety of career options available to them and, through counseling and assistance, help
them achieve personal goals.
1. Leadership– with respect to next rank
LOW - incapable of producing expected results through his/her leadership styles
- ineffective at developing subordinates or promoting teamwork
NORMAL - capable of producing expected results through his/her leadership styles
- effective at developing subordinates and promoting teamwork
ABOVE - very effective in terms of leadership results and appropriate application of leadership styles
AVERAGE
- very effective in developing subordinates and promoting teamwork
OUTSTANDING - highly effective in terms of leadership results and adept at application of leadership styles
- highly effective in developing subordinates and promoting teamwork
5B02. Professional Development
1. emphasize effort to identify and address personal strengths and weaknesses and to develop professional knowledge in light of expectations at the next
rank; and
2. consider evidence that the individual is attempting to enhance knowledge or skills through self-study initiatives and military or civilian courses. In addition,
the person accepts tasking that will prepare him/her for the responsibilities of the next rank.
2. Professional Development – with respect to preparing for duties of the next rank
LOW - hesitant to pursue formal/ informal opportunities for self-development
- does not fully apply oneself when given the opportunity
- marginal results on professional development initiatives and opportunities
NORMAL - pursues formal and informal opportunities for self-development
- demonstrates reasonable effort when provided with developmental opportunities
- achieved acceptable results on professional development initiatives and opportunities
ABOVE - committed to pursuing formal and informal opportunities for self-development

AVERAGE
- exerts concerted effort when provided with developmental opportunities
- achieved very good results on professional development initiatives and opportunities
OUTSTANDING - enthusiasm for personal growth which inspires others
- exerts tremendous effort when provided with developmental opportunities
- achieved excellent results on professional development initiatives and opportunities
5B03. Communication Skills
1. emphasize verbal and written abilities equally, as they are important at every level of leadership. Efforts to improve reading, writing, listening, and
speaking skills are important determinants of communication potential;
2. consider other indicators such as:
a. clarity and accuracy of verbal and written communications,
b. willingness to read and reading comprehension,
c. attentiveness when listening to others or receiving instructions, and
d. interpretation and reaction to verbal and written instructions.
3. realize that as personnel progress in rank, they will be required to handle increasingly complex writing tasks and more frequently encounter situations
where they must employ the full extent of their verbal abilities, for example, when making presentations or supporting their ideas to individuals or groups.
3. Communication Skills – with respect to the next rank
LOW - incapable of meeting communication demands (either written or verbal)
NORMAL - capable of meeting both written and verbal communication demands
ABOVE - proficient in verbal and written skills

AVERAGE
OUTSTANDING - extremely effective at communicating verbally and in written format
5B04. Planning and Organizational Skills
1. emphasize the potential to deal with increasing amounts of information from various sources, solve problems of increasing complexity, develop
innovative solutions, and select and implement the best course of action; and
2. consider all aspects of work, training, and operations. Realize that the ability to handle challenges, balance increasing workload, and tolerate higher
degrees of difficulty and complexity become more important with increasing rank.
4. Planning and Organizational Skills – with respect to the next rank
LOW - incapable of devising solutions for increasingly complex problems
- unable to select or implement appropriate courses of action
NORMAL - capable of devising workable solutions for increasingly complex problems
- selects and implements appropriate courses of action
ABOVE - develops very workable solutions for increasingly complex problems

AVERAGE
- selects and implements most appropriate courses of action
OUTSTANDING - develops innovative and extremely viable solutions for increasingly complex problems
- selects and implements decisions swiftly and effectively
5B05. Administration
1. emphasize administrative conscientiousness and willingness to develop knowledge of administration and logistical systems; and
2. consider accuracy, timeliness, and thoroughness of administrative activities and resource management. Willingness to research and seek advice
assumes greater importance at higher ranks as failure to do so will have a serious impact on subordinates and the CAF .
5. Administration – With respect to preparing for the duties of the next rank
LOW - unwilling or unable to apply administrative and logistical knowledge and skills
NORMAL - motivated and capable of applying administrative and logistical knowledge and skills
ABOVE - very motivated and very capable of applying administrative and logistical knowledge and skills
AVERAGE
OUTSTANDING - highly motivated and highly capable of applying administrative and logistical knowledge and skills
5B06. Dedication
1. emphasize the individual’s dedication towards service in the CAF; and
2. consider whether the individual gives the CAF high priority in relation to self-interests and the amount and frequency of extra effort expended by the
individual on behalf of the CAF. Recognize and reward the ability to balance organizational needs with own needs. The individual’s willingness to seek
and accept additional responsibility assumes greater importance with increasing rank.
6. Dedication – With respect to the next rank
LOW - hesitant to put forth additional effort or assume extra responsibilities
- typically puts own needs before those of the organization
NORMAL - willing to put forth additional effort or assume additional responsibilities
- effectively balances organizational needs with own needs
ABOVE - frequently puts forth additional effort and actively seeks additional responsibilities
AVERAGE
OUTSTANDING - always expends additional effort and uses full initiative to further unit and organizational goals
601. General
1. This CPO1/CWO PER is designed to evaluate leadership ability and will be part of the process to identify, and select those who have shown the
necessary potential and willingness Senior Appointments and Key positions. This PER is the medium that will optimize succession planning and enable
CPO1/CWO who seek these Leadership challenges and have shown requisite potential to develop their skills and progress within and outside MOS
boundaries. The consultative framework of the PER process is intended to provide personnel flexibility of career planning and ultimately assist in our goal
of making the CAF a continuous learning organization.
b. no spaces or periods shall be placed between initials;
c. the rank used will be the current rank held by the person at the end of the reporting period (refer to chap 1 sect 108) with the exception of an
AWSE rank (refer to chap 1 sect 109(1)); and
d. MOS description shall use the standard DND acronym format (e.g. CPO1CWOSAL, RMS CLK, COOK etc.).
1. Type of Report. Use the drop down box and select the type of report e.g. Annual or Theatre.
responsible for is accounted for on the PER. Personnel who do not meet the entire 1 Apr-31 Mar reporting period (ie, Theatre PER or ATL, etc) should
3. Time in Job. Type in the number of months that the person has been in the specific job held at the end of the reporting period, even if that time is longer
than the twelve month reporting period (e.g.: 48).
4. Members Preferred Language of Completion. The Member’s Preferred Language of Completion at Section 2 can no longer be “Either”.
5. Unit and Dept ID. The short title of the unit/Group of the person shall be used (e.g., ADM (IM), CLS, CFB Edmonton) and shall correspond to the four
digit Dept ID. This title is to be in plain language or an abbreviation authorized in A-AD-121-F01/JX-000, Manual of Abbreviations, or A-AD-133- 001/AX-
001, Canadian Forces Addresses.
604. Section 3 - Details of Employment
1. Official Appointment / Duties. Record the official position title and report the primary duties assigned to and performed by the person throughout the
reporting period. Primary duties assigned while away from the parent unit must be included. Abbreviations and job titles may be used. Duration for
particular duties may be noted by parenthesizing the number of months (e.g. (3)). A person promoted during the reporting year must have this status
change noted in section 3. The notation must clearly state that the person was promoted, the effective date, and to what rank.
605. Section 4A - Leadership Assessment
1. Ratings . The person's immediate supervisor is responsible for completing Section 4A of the PER. The assessor of a CPO1/CWO shall be of Lt(N)/Capt
rank or higher. The performance narrative in Section 4A forms a vital part of the PER. The assessment factors (AF) and rating scale in Section 4A are to
be used by the supervisor when evaluating the person's performance. A description of the Competencies Factor and word pictures is contained in annex
A of this chapter. To be effective, the comments must present a clear, concise, and accurate statement of the person's performance. Supervisors shall
adhere to the following:
i. Not Observed,
ii. Fundamental, and
iii. Competent.
i. Proficient,
ii. Accomplished, and
iii. Master.
c. Comments shall be written not to exceed 9 lines of text. Limit the use of adjectives/adverbs, where possible, as they are implied by the dot score.
Use the format;
ii. Result.
d. Section 4A narrative cannot be left blank. When all AFs are rated as Not Observed, Fundamental and Competent, supervisors must still capture
the contribution of their CPO1/CWO.
Note: Physical fitness test results shall not be considered or included in any AF rating as appropriate administrative measures are
2. Rating Scale. The definition of each rating in the rating scale is as follows:
a. Not Observed. The competency was not observed in the performance of the duties;
b. Fundamental. The competency is observed at the most basic level. Needs improvement;
c. Competent. This is the standard rating. The competency is displayed in an average fashion in the performance of duties;
d. Proficient. The competency is observed at the full range of the norm;
e. Accomplished. The competency is observed above the standard expected at the level; or
f. Mastered. The competency is observed at the highest standard expected of the level.
606. Section 4B - Potential For Progression
1. Potential Factors Guidelines and Rating Scale. The following guidelines are meant to provide a common frame of reference when determining the
appropriate rating on each Potential Factor (PF). Supervisors are reminded that each PF is to be rated independently from the others and that ratings are
to be made with respect to demonstrated potential for employment in a Senior Appointment/Key Position. A description of the Competencies Factor and
word pictures is contained in annex B of this chapter.
2. Ratings. The person's immediate supervisor is responsible for completing Section 4B of the PER. Potential assessments are ratings of the individual's
ability to perform at the Senior Appointment level or at responsibility levels higher than current employment. Reviewing officers must use the potential
factors and rating scale in Section 4B when evaluating the person's potential. Where possible, these evaluations should be based on observations made
of the person when performing tasks or jobs normally performed at the most senior levels or at responsibility levels higher than current employment. To
be effective, the comments must present a clear, concise, and accurate statement of the person's potential. Supervisors shall adhere to the following:
1. Do not comment on the following PF;
i. Normal.
2. Comments shall be provided for the following PFs;
i. Low,
ii. Superior, and
iii. Outstanding.
3. Comments shall be written not to exceed 9 lines of text. Limit the use of adjectives/adverbs, where possible, as they are implied by the dot score.
Use the format;
a. Activity description, and
b. Result.
4. For situations when Section 4B narrative space is left blank, supervisors must insert “NA” to print the final version of the PER.
Note: Physical fitness test results shall not be considered or included in any PF rating as appropriate administrative measures are provided in
DAOD 5023-2.
3. Recommendation for Senior Appointments. Commanders at all levels are required to recommend suitable candidates for Senior Appointments and/or
selected Key Positions. The recommendation indicates the person's overall readiness for progression based on the person's assessed potential. The
progression recommendation should coincide with exceptional performance and potential ratings. The progression recommendation categories are
defined as follows:
a. No. The person has displayed below average levels of performance and/or has demonstrated low potential for progression as described by the
"LOW" category in the Potential Rating scale. A "NO" recommendation must be substantiated with specific reasons in the narrative of section 4B;
b. Developing. The person has demonstrated a minimum of "NORMAL" or higher potential as described by the Potential Rating Scale. A person
receiving one or more low ratings in the potential AF's must be assigned a "NO" progression recommendation;
c. Ready. The person demonstrates consistently high potential for progression to senior appointments/selected positions as described by the
"SUPERIOR" category in the Potential Rating Scale; and
d. Immediate . The person is consistently a top performer and is considered to have outstanding potential for progression to senior
appointments/selected positions as described by the "OUTSTANDING" category in the Potential Rating Scale.
4. Recommendation for Commissioning. Potential for commissioning plans shall be commented on. The categories are listed as "YES" or "NO" and are
intended to serve as a tool for long term succession planning purposes. While a "YES" rating is indicative of the person's demonstrated Potential for
commissioning, a "NO" rating is not necessarily indicative of a person's lack of potential, but rather a combination of factors. Comments may be included
in narrative to supplement person's aspiration or desire to be considered for such programs, and should result from the PDR debrief.
5. Fitness Test Ratings. Refer to chap 1 sect 122.
607. Section 5 - Next Level Review
1. General. The reviewing officer's signature indicates concurrence with the performance assessment and rating of the person (in section 4). This section
must be completed by the delegated authority and will not be the same person who completed section 4 of the PER. For PERs of personnel holding
Senior Appointment, the authority is delegated by the respective commanders. For PERs of CPO1/CWO holding other positions, section 5 must be
reviewed by commanding officer level or above. PERs with a progression recommendation of immediate, or PERs having one or more Low Potential
Assessment factors must be reviewed.
Note: For CFCWO/CCWO/CCPO: section 5, Next Level Review, is optional.
2. Comments. PERs with a progression recommendation of immediate, the narrative, written in complete sentences (prose), is to provide as a minimum
the following information in the order given: ranking (if applicable), rate of advancement to next rank, recommendation for occupation/rank appropriate
standardized information is given. For Unacceptable AFs and Low PFs, the narrative will need to contain very specific comments and written in prose
3. Ranking. Theatre PERs are not ranked. CPO1/CWOs may be ranked at the discretion of the Environment or NDHQ Group Principals in section 5 of
Annual PERs only. Where ranking is established within an Environment/Group then it will apply to the top 10 or the top 50% of CPO1/CWOs within the
Command/Group, whichever is less. Where an odd number of personnel exist, the ratings will be extended or rounded upwards (i.e., 5 people - therefore
rate the top 3).
Note: Any other reference to lower rankings shall not be used and ranking ties are not permitted. However, this does not preclude units from
submitting PERs with identical AFs and PFs. Personnel in receipt of either an Annual PER prior to 01 Jan or a PERX shall not count toward the
ranking total, with exception of personnel authorized to Opt Out.
1. The person shall be the last to sign and date the PER. This is done in Section 6. The person should be given time to review the PER and be encouraged
to point out errors and omissions in the PER prior to signing. The person will also indicate in section 6, prior to the completion of the PER, his/her
desire/willingness to progress to Senior Appointments/Key Positions. This selection is required for the ease of succession planning. Notwithstanding the
organization's commitment to tailor the person's preferences with organizational requirements, a "YES" selection will be considered as a moral
commitment on the part of the person to accept such Senior Appointment/Key Position if/when selected. A "NO" selection can be a combination of
factors, (the person is not interested in being considered for progression to Senior Appointments and/or Key Positions, he or she is not willing to be
considered at this point, or he or she is not ready).
2. The person's signature on the PER signifies that they have read and understood the assessment. A signature does not signify agreement or
disagreement. The proper venue to voice disagreement with the PER is with the supervisor or through submission of a grievance as outlined in DAOD
2017-0, Military Grievances and DAOD 2017-1, Military Grievance Process (see chap 1 sect 119 – Replacement PER). If the person refuses to sign the
PER, "refused to sign" shall be written in the subordinate's signature block, dated, and initialized by the supervisor and reviewing officer.
609. CPO1/CWO Example Form
6A01. Cognitive Capacity
CPO1s/CWOs perceive, understand and process the information that is inherent in their work. This processing includes focusing on, organizing analyzing and
synthesizing information and exercising judgement. Cognitive capacity is the basis of common sense, problem-solving, both preventative and responsive and
the development of short-, medium- and long-term plans.
1. Cognitive Capacity
1. Exercises sound judgement
2. Analyses broad trends, events and circumstances, identifying implications, opportunities or threats
3. Synthesizes multiple perspectives across numerous, broad issues
4. Advises in the formulation of appropriate long-, medium- and short-term priorities and plans
5. Deals simultaneously with numerous, broad issues without being overwhelmed
6. Assimilates quickly and effectively across widely varied levels of information
6A02. Creativity
The changing strategic defence environment brings new types of challenges. CPO1s/CWOs generate innovative, imaginative solutions by adapting and
expanding conventional methods, integrating intuition, non-linear thinking, fresh perspectives and information from non-traditional fields. They influence and
help in creating an environment that fosters creativity. As well, they personally pursue and promote continuous learning, creation of learning organization and
the development of the CAF as an exemplary work place.
2. Creativity
1. Constructively questions, and encourages subordinates to constructively question, traditional assumptions, approaches and solutions
2. Identifies and eliminates barriers to progress
3. Initiates and supports innovative approaches to business (e.g., responds to shifting organizational priorities in innovative ways; nurtures the
development of innovative approaches/programs/policies)
4. Makes a conscious effort to learn from mistakes, changing own behaviour and improving organizational systems or processes
5. Promotes and rewards responsible risk taking, accepting occasional failures and focusing on lessons learned
6. Supports continuous learning, understands and promotes the learning organization concept
6A03. Visioning
The Canadian Forces is guided by its vision. CPO1s/CWOs play an important role in shaping and communicating the vision of their respective organization.
They align their organizations with the broader vision and promote enthusiasm and commitment to the vision.
3. Visioning
1. Help identify a desired future state for own organization that furthers the vision of the Canadian Forces
2. Generates enthusiasm and commitment to that vision, helping personnel see their work in the context of that broader vision
3. Behaves congruently with the vision for example, using the vision as a compass in decision making
4. Influence Commander by ensuring the mandate, resources and activities of own organization are consistent with the broader vision
6A04. Action Management
CPO1s/CWOs make things happen, supporting strategic objectives to ensure that the goals of the organization are met. They prioritize their work and time, and
use all resources at their disposal to meet objectives in an effective and efficient manner.
4. Action Management
1. Demonstrates decisiveness, making timely and informed decisions that take due regard for risks
2. Secures and allocates resources to accomplish objectives
3. Set work performance or service standards
4. Delegates appropriately
5. Empowers subordinates to carry out their responsibilities and meet changing demands
6. Monitors and evaluates progress and quality of work, providing corrective feedback
7. Reallocates resources and adjusts direction in response to changing circumstances
6A05. Organizational Awareness
CPO1s/CWOs understand the structures, relationships, processes and stakeholders in their work environment. CPO1s/CWOs strive to keep their
organizational awareness comprehensive and current. This understanding, coupled with an awareness of relationships among key players, formal and informal
agendas, and organizational cultures, allows them to position their organizations to achieve immediate and future objectives.
5. Organizational Awareness
1. Actively scans the environment for changes in the Public Service, the department, the Canadian Forces, and other stakeholder organizations
2. Gains cooperation from others through understanding of organizational priorities and cultures and political priorities and cultures
3. Uses knowledge of current and emerging organizational and political structures, priorities, processes and key players to make recommendations about
programs, policies, approaches or activities
4. Understands how the department, the Canadian Forces, and relevant issues and activities are perceived by various groups, including the media, and
uses that knowledge when positioning initiatives, making decisions, or formulating recommendations
5. Encourages subordinates to be aware of the organizational context of their activities in order to facilitate the achievement of objectives
6A06. Teamwork
CPO1s/CWOs recognize that military and civilian personnel are all personnel of the defence team. Accordingly, they contribute actively and fully to team
projects by working collaboratively with military and civilian personnel in DND, and with others in the federal Public Service (e.g., the unions). They develop and
maintain respectful, cooperative working relationships with team personnel, capitalizing on the diversity of experience and knowledge that enhance a team's
work.
6. Teamwork
1. Actively participates in departmental and interdepartmental teams
2. Capitilizes on a range of diverse talent and experience to enhance synergy and identify win/win solutions
3. Identifies strategies to involve team personnel from the outset to ensure buy-in and ongoing cooperation
4. Maintains objectivity on issues and combats hidden or narrow agendas that would benefit a particular organization or interest at the expense of the
team's broader objective
5. Instils cooperation among subordinates, promoting team spirit within a climate of substantive accountability
6. Instils an understanding of and commitment to promoting a collaborative culture
6A07. Networking
CPO1s/CWOs work with colleagues to advance the defence vision and agenda. Colleagues share common goals, solve common problems, and work hand in
hand for the common good.
7. Networking
1. Cultivates a network of contacts
2. Strategically identifies the particular colleague to be approached
3. Fosters an organizational climate and structures that are open to networking
4. Consults with colleagues on the potential of proposed actions
5. Identifies and resolves difficulties in relationships with colleagues, for example, resolving sources of conflict for the benefit of the organization
6A08. Interpersonal Relations
CPO1s/CWO interact effectively with individuals from the private sector as well as the public sector, including superiors, peers and subordinates, whether they
be civilian or military. Their interactions are based on respect and an appreciation that people with varying backgrounds and viewpoints enrich the organization.
They resolve difficult and complex interpersonal situations using approaches and resources that are consistent with the values of integrity, loyalty, moral
courage, honesty, fairness and responsibility. For CPO1s/CWOs, interpersonal skills are not simply social graces; they are means of achieving important
objectives for DND and the Canadian Forces.
8. Interpersonal Relations
1. Demonstrates genuine respect for others
2. Readily builds rapport and good working relationships with individuals at all levels remaining accessible, demonstrating an interest in and giving due
consideration to their opinions and concerns
3. Represents the organization with tact, fostering a positive interpersonal climate in dealings with others
4. Uses interpersonal skills to effect a variety of direct and indirect influence strategies to build "behind the scenes" support for ideas and initiatives, and to
gain cooperation from others regardless of the presence or absence of a direct reporting relationship
5. When negotiating, knows when to insist, when to compromise, and when, given a stalemate, to seek a new perspective
6. Deals with conflict and disagreement in a timely and tactful manner, using these situations as opportunities for growth and understanding. Activity
promotes the use of a variety of interpersonal conflict resolution methods including Alternate Dispute Resolution.
6A09. Communication
CPO1s/CWOs recognize that, to be effective, communication needs to be a two-way process, whether with subordinates, superiors and peers. Accordingly,
they listen attentively to others, seeking in-depth and comprehensive understanding. They also provide others with the type and level of information needed.
They communicate with impact. Adapting their communication to the needs of different audiences, they use varied communication vehicles to gain and sustain
understanding of and support for the work of the organization.
9. Communication
1. Promotes open communication throughout the organization, providing information through a variety of forums through which they express their views,
ideas and concerns
2. Actively listens to understand messages and nuances from subordinates, superiors, and, as applicable, senior public officials
3. Fully informs others in a timely manner based on their need to know
4. Communicates strategically, considering such aspects as optimal "messaging", timing, medium and forum of communication, and the need to tailor the
message to suit the target audience's language and level of understanding of issues and their implications
5. Appropriately handles on-the-spot questions from superiors, peers, senior public officials, special interest groups or the media
6. Communicates with clarity, credibility and impact with varied audiences, using two-way communication to gain and sustain support for, and
understanding of, the organization's initiatives, programs, policies, services or activities
6A10. Stamina/Stress Resistance
In facing strenuous demands and prolonged exposure to stressors, CPO1s/CWOs resist stress and remain energized. They are realistic about their own limits
and the limits of their organizations, and they use and promote effective stress reduction and coping strategies. CPO1s/CWOs respond to early signs of
burnout in themselves and their organizations to ensure that energy reserves remain high over the long term.
10. Stamina/Stress Resistance

1. Creates a positive work environment
2. Demonstrates concern for employees as individuals and helps them balance their work and personal lives
3. Leads, energizes and inspires others during times of crisis, stress or change
4. Remains positive, productive and calm in the face of crises and stressors, sustaining high performance levels and retaining sound judgement and
decision making
5. Identifies own personal limit and own organization's limit for workload and for adapting to change
6. Uses varied approaches to eliminate or minimize the effects on self and others of potentially stressful workloads or change initiatives (e.g., takes steps
to solve impending problems, plans prudently, clarifies priorities, negotiates deadlines)
6A11. Ethics and Values
CPO1s/CWOs treat others with dignity, act in the interest of the Canadian public and obey and support lawful authority. They exemplify the organization's
values of integrity, loyalty, courage, stewardship and excellence.
11. Ethics and Values

1. Acts as a role model, personally demonstrating the ethics and values of the organization
2. Makes decisions and recommendations that are consistent with the ethics and values of the organization, even when faced with significant opposition
or challenges from others
3. Fosters a climate in own organization where ethical conduct, adherence to organizational values, mutual trust, and respect for the dignity of others are
continuously nurtured
4. Engages others in open discussion of issues involving ethics and values
5. Plays a significant role in shaping the ethics and values of the organization
6A12. Personality
Maintaining focus and composure, as well as commitment and drive, CPO1s/CWOs pursue a standard of excellence for themselves and their organizations.
The essential aspect of Personality for CPO1s/CWOs is the absence of characteristics such as arrogance, vindictiveness, timidity and discouragement that can
negatively affect the workplace.
12. Personality
1. Consistently and vigorously seeks to exert influence to achieve the goals of the organization
2. Pursues challenging goals for self and organization despite obstacles and motivates others to similarly strive to overcome difficulties to achieve
worthwhile goals
3. Looks at self objectively to better understand and build on own strengths and to eliminate or minimize the effect of own weaknesses
6A13. Behavioural Flexibility
CPO1s/CWOs adjust their behaviour to the demands of a changing work environment in order to remain productive through periods of transition, ambiguity or
uncertainty. Behavioural Flexibility allows them to function effectively in a broad range of situations, and with varied people, and groups. As work contexts and
roles change, they adapt to the characteristics of particular situations, acquiring new, more effective behaviours, and discarding other less effective actions.
13. Behavioural Flexibility

1. Promote timely and appropriate adjustments in the direction, priorities and activities of own organization in response to broad changes in direction and
priorities, emerging opportunities and risks
2. Adapts own interpersonal style to deal effectively with a wide range of individuals and groups, while remaining guided by the organization's values
3. Demonstrates a high tolerance for continuous change, ambiguity and apparent chaos
6A14. Self-Confidence
CPO1s/CWOs possess realistic self-confidence. Being self-directed, they speak truth to power. They also take calculated risks as well as ownership for their
decisions and recommendations.
14. Self-Confidence
1. Makes decisions and recommendations with self-assurance
2. Readily shares credit for own organization's successes and accepts responsibility for own organization's shortcomings
3. Speaks truth to superiors, peers and subordinates, expressing and defending views and ideas, without confrontation
4. Takes on challenging assignments
5. Responds constructively to scrutiny and criticism of one's self and one's organization
6B01. Leadership
Consider ability to effectively influence appropriate actions/decisions; face problems with confidence and assurance; inspire respect from subordinates and
superiors alike.
1. Leadership
LOW -ineffective at producing expected results through his/her leadership styles
-ineffective at developing subordinates and promoting teamwork
-ineffective at influencing appropriate actions/decisions.
-ineffective at inspiring respect from subordinates and superiors
NORMAL -capable of producing expected results through appropriate application of leadership styles
-effective at developing subordinates and promoting teamwork
-effective at influencing appropriate actions/decisions.
-effective at inspiring respect from subordinates and superiors
SUPERIOR -very effective in terms of leadership results and application of leadership styles.
-very effective in developing subordinates and promoting teamwork
-very effective in influencing appropriate actions/decisions.
-very effective at inspiring respect from subordinates and superiors
OUTSTANDING -highly effective in terms of leadership results and application of leadership styles.
-highly effective in developing subordinates and promoting teamwork
-highly effective in influencing appropriate actions/decisions.
-highly effective at inspiring respect from subordinates and superiors
6B02. Judgement
Consider demonstration of wisdom, skill, good sense, understanding and discernment when making sound judgments based on knowledge and experience.
2. Judgement
LOW -ineffective at making sound decisions for complex issues
-ineffective at making considered decisions in his/her work
NORMAL -effective at making sound decisions for complex issues
-effective at making considered decisions or form sensible opinions in his/her work
SUPERIOR -very effective in terms of making sound decisions for complex issues
-very effective at making considered decisions or form sensible opinions in his/her work
OUTSTANDING -highly effective in terms of making sound decisions for complex issues
-highly effective at making considered decisions or form sensible opinions in his/her work
6B03. Courage
Consider ability to face and act on physical or moral challenges, with determination and strength of character. Consider ability to take ownership of rules,
regulations and policies, and displaying the courage and conviction to implement and enforce them.
3. Courage
LOW -ineffective when confronted with challenges
-hesitant when faced with difficult situations that require his/her intervention
NORMAL -effective when confronted with challenges

-effective when faced with difficult situations that require his/her intervention
SUPERIOR -very effective in pursuing or confronting challenges
-very effective when faced with difficult situations that require his/her intervention
OUTSTANDING -extremely effective in pursuing or confronting challenges
-extremely effective when faced with difficult situations that require his/her intervention
6B04. Dedication
Consider how through his/her actions, displays complete dedication to subordinates, superiors and the organization alike. Also, consider the ability to balance
service requirements and personal needs.
4. Dedication
LOW -hesitant to put forth required effort or assume extra responsibilities
-typically puts own needs before those of the organization / service
NORMAL -willing to put forth additional effort or assume extra responsibilities
-effectively balances organizational / service requirements with own needs.
SUPERIOR -frequently puts forth additional effort and actively seeks additional responsibilities
-very effective in balancing organizational / service requirements with own needs.
OUTSTANDING -always expends additional effort and uses full initiative to further unit and organizational goals
-highly effective in balancing organizational / service requirements with own needs
6B05. Integrity
Integrity can be interpreted as behaviour with a strict code of values, morals and honesty. Consider ability to make decisions and act without compromising
existing standards and expectations.
5. Integrity
LOW -shows difficulty in displaying an acceptable level of work ethics
-displays low work ethics
NORMAL -can be trusted with responsibilities conferred to him/her without compromise to standards and expectations
-displays good work ethics
SUPERIOR -very capable of being trusted with responsibilities conferred to him/her without compromise to standards and expectations
-displays very good work ethics
OUTSTANDING -extremely capable of being trusted with responsibilities conferred to him/her without compromise to standards and expectations
-displays impeccable work ethics
6B06. Loyalty
Loyalty is a commitment of support to the organization, superiors and subordinates. Consider possession of, and ability to demonstrate and inspire loyalty
within the organization.
6. Loyalty
LOW -ineffective at inspiring or demonstrating loyalty within the organization
NORMAL -effective at inspiring and demonstrating loyalty within the organization
-pursues formal and informal ways of showing support to the organization
SUPERIOR -very effective at inspiring and demonstrating loyalty within the organization
-exerts concerted effort in showing support to the organization
OUTSTANDING -highly effective at inspiring and demonstrating loyalty within the organization
-exerts tremendous efforts in showing support to the organization
6B07. Communication
Consider ability to communicate in both written and verbal form, with credibility and confidence. i.e. communicates honestly, openly, forcefully and effectively.
7. Communication
LOW -ineffective at communicating (either written or verbal)
NORMAL -capable of meeting both written and verbal communication demands

SUPERIOR -proficient in verbal and written skills
OUTSTANDING -extremely effective in verbal and written skills
6B08. Setting Priorities
Consider ability to identify and rank priorities, to select a proper course of action to achieve positive results when confronted with multiple tasks and
responsibilities.
8. Setting Priorities
LOW -ineffective at balancing organizational needs and establishing priorities
NORMAL -effective at balancing organizational needs and establishing priorities
SUPERIOR -very effective at balancing organizational needs and establishing priorities obtaining positive results
OUTSTANDING -highly effective at balancing organizational needs and establishing priorities, obtaining positive results
6B09. Professional Skills
Consider ability to promote and apply his/her professional skills and ability to work in a multi environment forum, maintaining the highest standards of
professional military excellence.
Consider aptitudes for Senior Appointment and recommend what areas of employment would be best suited to bring these attributes out.
9. Professional Skills
LOW -ineffective at applying both military and professional skills
-ineffective at promoting the CAF strategic goals and vision
NORMAL -effective at applying both military and professional skills
-effective at promoting the CAF strategic goals and vision
SUPERIOR -very effective at applying both military and professional skills
-very effective at promoting the CAF strategic goals and vision
OUTSTANDING -highly effective at applying both military and professional skills
-highly effective at promoting the CAF strategic goals and vision
Consider ability to effectively interpret and apply administrative and logistical procedures.
10. Administration
LOW -ineffective at interpreting and/or applying administrative and logistical skills
-hesitant to put forth workable solutions
NORMAL -effective at interpreting and/or applying administrative and logistical skills
-selects and implements workable solutions
SUPERIOR -very effective at interpreting and/or applying administrative and logistical skills
-selects and implements most appropriate courses of action
OUTSTANDING -highly effective at interpreting and/or applying administrative and logistical skills
-selects and implements decisions swiftly and efficiently
6B11. Human Resources Management
Consider ability to promote welfare, enforce good order and discipline, and inspire esprit de corps within the organization. Is he/she proactive and does he/she
provide advice to effectively influence HR issues? Is he/she effective in resolving HR issues that go beyond organizational boundaries?
11. Human Resources Management

LOW -ineffective when dealing with human resource issues
-hesitant to recommend /implement appropriate courses of action
NORMAL -effective when dealing with human resource issues
-recommends /implements appropriate courses of action

SUPERIOR -very effective when dealing with human resource issues
-recommends /implements most appropriate courses of action
OUTSTANDING -extremely effective when dealing with human resource issues
-recommends /implements decisions swiftly and effectively
701. General
1. The following administrative instructions provide the procedures to be followed in completing a PER on CAF Senior Officers (Capt(N)/Col) and
Generals/Flag Officers). Failure to comply with these procedures will result in rejection of the PER by DSA.
b. no spaces or periods shall be placed between initials;
c. the rank/level used will be the current rank/level held by the person at the end of the reporting period; and
d. for CAF Senior Officers, MOS description shall use the standard DND acronym format (e.g., ARTY, PLT, etc.).
1. Type of Report. Use the drop down box and select the type of report e.g. Annual or Theatre.
responsible for is accounted for on the PER. Personnel who do not meet the entire 1 Apr-31 Mar reporting period (ie, Theatre PER or ATL, etc) should
3. Time in Job. Type in the number of months that the person has been in the specific job held at the end of the reporting period, even if that time is longer
than the twelve month reporting period (e.g.: 48).
4. Members Preferred Language of Completion. The Member’s Preferred Language of Completion at Section 2 can no longer be “Either”.
5. Unit and Dept ID. The short title of the unit/Group of the person shall be used (e.g., ADM (IM), CLS, CFB Edmonton) and shall correspond to the four
digit Dept ID. This title is to be in plain language or an abbreviation authorized in A-AD-121-F01/JX-000, Manual of Abbreviations, or A-AD-133- 001/AX-
001, Canadian Forces Addresses.
704. Section 3 - Details of Employment
1. Official Appointment / Duties. Record the official position title and report the primary duties assigned to and performed by the person throughout the
reporting period. Primary duties assigned while away from the parent unit must be included. Abbreviations and job titles may be used. Duration for
particular duties may be noted by parenthesizing the number of months (e.g. (3)). A person promoted must have this status change noted in section 3.
The notation must clearly state that the person was promoted, the effective date, and to what rank.
705. Section 4A - Leadership Assessment
1. Ratings . The person’s immediate supervisor is responsible for completing Section 4A of the PER. The performance narrative in Section 4A forms a vital
part of the PER. The assessment factors (AF) and rating scale in Section 4A are to be used by the supervisor when evaluating the person’s performance.
A description of the Competencies Factor and word pictures for each assessment levels (Level1/2/3) is contained in annex A of this chapter. To be
effective, the comments must present a clear, concise, and accurate statement of the person’s performance. Supervisors shall adhere to the following:
i. Not Observed,
ii. Fundamental, and
iii. Competent.
i. Proficient,
ii. Accomplished, and
iii. Master.
Use the format;
ii. Result.
d. Section 4A narrative cannot be left blank. When all AFs are rated as Not Observed, Fundamental and Competent, supervisors must still capture
the contribution of their Senior Officers.
Note: Physical fitness test results shall not be considered or included in any AF rating as appropriate administrative measures are
2. Rating Scale. The definition of each rating in the rating scale is as follows:
a. Not Observed. The competency was not observed in the performance of the duties;
b. Fundamental. The competency is observed at the most basic level. Needs improvement;
c. Competent. This is the standard rating. The competency is displayed in an average fashion in the performance of duties;
d. Proficient. The competency is observed at the full range of the norm;
e. Accomplished. The competency is observed above the standard expected at the level; or
f. Mastered. The competency is observed at the highest standard expected of the level.
706. Section 4B - Potential at Next Higher Rank
1. Ratings. The person’s immediate supervisor is responsible for completing Section 4B of the PER. Potential assessments are ratings of the individual's
ability to perform at the next rank level. Reviewing officers must use the potential factors (PF) and rating scale in Section 4B when evaluating the
person’s potential. Where possible, these evaluations should be based on observations made of the person when performing tasks or jobs normally
performed at the next rank. Evaluations of potential for ranks higher than the next rank are not to be made as these may be highly unreliable. To be
effective, the comments must present a clear, concise, and accurate statement of the person’s potential. Supervisors shall adhere to the following:
i. Normal.
b. Comments shall be provided for the following PFs;
i. Low;
ii. Superior, and
iii. Outstanding.
Use the format;
i. Activity description; and
ii. Result.
d. For situations when Section 4B narrative space is left blank, supervisors must insert “NA” to print the final version of the PER.
Note: Physical fitness test results shall not be considered or included in any PF rating as appropriate administrative measures are provided in
DAOD 5023-2.
2. Rating Scale. The rating scales and descriptors can be found at Annex B of this chapter.
3. Promotion Recommendation. The promotion recommendation indicates the person’s overall readiness for promotion to the next rank based on the
person’s assessed potential. The promotion recommendation categories are defined as follows:
a. No. The person has displayed below average levels of performance and/or has demonstrated low potential for progression as described by the
"LOW" category in the Potential Rating scale. A "NO" recommendation must be substantiated with specific reasons in the narrative of section 4B;
b. Developing. The person has demonstrated a minimum of "NORMAL" or higher potential as described by the Potential Rating Scale. A person
receiving one or more low ratings in the potential AF's must be assigned a "NO" progression recommendation;
c. Ready. The person demonstrates consistently high potential for progression to senior appointments/selected positions as described by the
"SUPERIOR" category in the Potential Rating Scale; and
d. Immediate . The person is consistently a top performer and is considered to have outstanding potential for progression to senior
appointments/selected positions as described by the "OUTSTANDING" category in the Potential Rating Scale.
707. Section 5 - Next Level Review/Board Review
1. General. The reviewing officer's signature indicates concurrence with the performance assessment and rating (in section 4) of the person. This section
must be completed by the delegated authority. For General/Flag Officers, the authority is delegated by the CDS. For Capt(N)/Col, Commanders of
Commands and NDHQ Group Principals may authorize an officer of a rank no lower than Radm/MGen or civilian equivalent to review officer PERs of
Capt(N)/Col rank. PERs with a promotion recommendation of Immediate, or PERs having one or more Low Potential Assessment factors must be
reviewed and endorsed by higher levels of command (i.e. VAdm/LGen or civilian equivalent).
2. Comments. PERs with a promotion recommendation of immediate, the narrative, written in complete sentences (prose), is to provide as a minimum the
following information in the order given:
1. Where applicable, the first sentence of Section 5 will detail the member’s Level 1 and Service rankings. Example, “Col X is ranked 9 of
75 Capts(N)/Cols across all MOSIDs in the VCDS Gp and they are in the Top 10% of 110 RCAF Cols serving in the CAF.”;
2. The balance of the Section 5 narrative should address the member’s potential for next rank that is consistent with the leadership and
potential assessment, a recommendation for future employment, and suitability for future professional development. Additional comment
may be given after this standardized information is provided;
3. In rare but deserving circumstances, Commanders of Commands and NDHQ Group Principals may assess potential beyond next rank
for Capts(N)/Cols;
4. For Unacceptable AFs and Low PFs, the narrative will need to contain very specific comments and written in prose.
3. Section 5 Ranking.
1. All Level 1s will numerically rank the top 10 or the top 50%, whichever is less, substantive Capts(N)/Cols serving in their
Command/Group during the reporting period. Example, “Capt(N) X is ranked 10 of 26 Capts(N)/Cols across all MOSIDs in CJOC.”
Where an odd number of personnel exists, the rankings will be rounded upwards (i.e. for five personnel rank the top three);
2. Personnel in receipt of an Annual PER prior to 1 January 2021 or a PER Exemption (PERX) shall not count towards the Level 1’s ranking
total, with the exception of personnel authorized to Opt Out;
3. Lower rankings (i.e. at Level 2 or below) shall not be referred to in Section 5;
4. Ranking ties are not permitted;
5. Theatre PERs are not ranked and these personnel shall not count towards the Level 1’s ranking total;
6. To provide additional perspective during the selection process, the Royal Canadian Navy (RCN), Canadian Army (CA) and Royal
Canadian Air Force (RCAF) will rank all of their uniformed, substantive Capts(N)/Cols serving in accountable, non-Advance Training List
(ATL) positions across the CAF (excluding Health Services, Chaplains and Legal Officers). This ranking will be reported as a percentage
of the total number of members (Top 5%, Top 10% or Top 20%). Example, “Col X is in the Top 10% of 126 CA Cols serving in the CAF.”
Service rankings should be shared with the Level 1 responsible to staff the 2020/2021 PER for incorporation into the Section 5 narrative
(see paragraph 2a. above).
1. The person shall be the last to sign and date the PER. This is done in Section 6. The person should be given time to review the PER and be encouraged
to point out errors and omissions in the PER prior to signing.
2. The person’s signature on the PER signifies that he/she has read and understood the assessment. A signature does not signify agreement or
disagreement. The proper venue to voice disagreement with the PER is with the supervisor or through submission of a grievance as outlined in DAOD
2017-0, Military Grievances and DAOD 2017-1, Military Grievance Process (see chap 1 sect 119 – Replacement PER). If the person refuses to sign the
PER, "refused to sign" shall be written in the person’s signature block, dated, and initialized by the supervisor and reviewing officer.
709. Senior Officer Example Form
7A01. Cognitive Capacity
CAF Senior Officers perceive, understand and process the information that is inherent in their work. This processing includes focusing on, organizing analyzing
and synthesizing information and exercising judgment. Cognitive capacity is the basis of common sense, problem-solving, both preventative and responsive
and the development of short-, medium- and long-term plans.*
Assistant Deputy Minister / (Level 1) Director General / (Level 2) Director / (Level 3)

1. Exercises sound judgment 1. Exercises sound judgment 1. Exercises sound judgment
2. Analyses broad trends, events and 2. Analyses current and emerging trends, 2. Analyses current and emerging trends,
circumstances, identifying implications, events and circumstances, identifying events and circumstances, identifying
opportunities or threats implications, opportunities or threats implications, opportunities or threats
3. Synthesizes multiple perspectives across 3. Strategically formulates appropriate long-, 3. Strategically formulates appropriate long-
numerous, broad issues medium- and short-term priorities, options medium- and short-term priorities, options
and plans and plans
4. Strategically formulates appropriate long-,
medium- and short-term priorities and plans, 4. Deals simultaneously with several broad and 4. Deals simultaneously with broad issues and
determining which options to present to the complex issues without being overwhelmed detailed analyses in own area without being
Deputy Minister overwhelmed.
5. Deals simultaneously with numerous, broad

issues without being overwhelmed
6. Shifts cognitive gears quickly and effectively

across widely varied levels of information,
from macro-strategic issues to critical details
* Because "long-, medium- and short-term" are relative, their meanings can vary across executive positions. Although the strategic horizon across Director, DG
and ADM levels increases, exceptions may occur. For example, in the Policy area the ADM, as well as certain DGs and Directors, deal with policy options from
a 10- to 20-year perspective.
7A02. Creativity
The changing strategic defence environment brings new types of challenges. CAF Senior Officers generate innovative, imaginative solutions by adapting and
expanding conventional methods, integrating intuition, non-linear thinking, fresh perspectives and information from non-traditional fields. CAF Senior Officers
create an environment that fosters creativity. As well, they personally pursue and promote continuous learning and improvement in their organizations.

1. Constructively questions, and encourages 1. Constructively questions, and encourages 1. Constructively questions, and encourages
subordinates to constructively question, subordinates to constructively question, subordinates to constructively question,
traditional assumptions, approaches and traditional assumptions, approaches and traditional assumptions, approaches and
solutions solutions solutions
2. Identifies and eliminates barriers to progress 2. Identifies and eliminates barriers to progress 2. Identifies and eliminates barriers to progress
3. Demonstrates innovative approaches to 3. Demonstrates innovative approaches to 3. Demonstrates innovative approaches to

business (e.g., responds to shifting business (e.g., responds to shifting business (e.g., responds to shifting
organizational priorities in innovative ways; organizational priorities in innovative ways; organizational priorities in innovative ways;
nurtures the development of innovative nurtures the development of innovative nurtures the development of innovative
approaches / programs / policies) approaches / programs / policies) approaches / programs / policies)
4. Makes a conscious effort to learn from 4. Makes a conscious effort to learn from 4. Makes a conscious effort to learn from
mistakes, changing own behaviour and mistakes, changing own behaviour and mistakes, changing own behaviour and
improving organizational systems or improving organizational systems or improving organizational systems or
processes processes processes
5. Promotes and rewards responsible risk 5. Promotes and rewards responsible risk 5. Promotes and rewards responsible risk
taking, accepting occasional failures and taking, accepting occasional failures and taking, accepting occasional failures and
focussing on lessons learned focussing on lessons learned focussing on lessons learned
6. Supports continuous learning, for example, 6. Supports continuous learning, for example, 6. Supports continuous learning, for example,
providing appropriate infrastructures, providing appropriate infrastructures, providing appropriate infrastructures,
processes and resources and determining processes and resources and determining processes and resources and determining
future learning requirements future learning requirements future learning requirements
7A03. Visioning
The work of the Public Service and the Canadian Forces is guided by its vision. CAF Senior Officers play a strong role in shaping the vision of the Department
and the Canadian Forces, while interpreting and implementing the vision of the Public Service and the objectives of the Government. They align their
organizations with the broader vision and promote enthusiasm and commitment to the vision.

1. Plays a significant role in shaping the vision 1. Identifies a desired future state for own 1. Identifies a desired future state for own
of the department and the Canadian Forces organization that furthers the vision of the organization that furthers the vision of the
and implementing the Public Service-wide department, the Public Service, and the department, the Public Service, and the
vision and the objectives of the Government Canadian Forces Canadian Forces
2. Generates enthusiasm and commitment to 2. Generates enthusiasm and commitment to 2. Generates enthusiasm and commitment to
the vision of DND, the Canadian Forces, and the vision of DND, the Canadian Forces, and the vision of DND, the Canadian Forces, and
the federal Public Service, helping the federal Public Service, helping the federal Public Service, helping
employees see their work in the context of employees see their work in the context of employees see their work in the context of
that broader vision that broader vision that broader vision
3. Behaves congruently with the vision of DND, 3. Behaves congruently with the vision of DND, 3. Behaves congruently with the vision of DND,
the Canadian Forces and the Public Service, the Canadian Forces and the Public Service, the Canadian Forces and the Public Service,
for example, using the vision as a compass in for example, using the vision as a compass in for example, using the vision as a compass in
decision making decision making decision making
4. Ensures that the mandate, resources and 4. Ensures that the mandate, resources and 4. Ensures that the mandate, resources and
activities of own organization are consistent activities of own organization are consistent activities of own organization are consistent
with the broader vision, implementing with the broader vision, implementing with the broader vision, implementing
strategies to successfully lead own strategies to successfully lead own strategies to successfully lead own
organization through the changes required to organization through the changes required to organization through the changes required to
effect that vision effect that vision effect that vision
7A04. Action Management
CAF Senior Officers make things happen, accomplishing strategic objectives to ensure that the Canadian public is ultimately well served. They prioritize their
work and time, and use all resources at their disposal to meet objectives in an effective and efficient manner.

1. Identifies strategic objectives for the sector 1. Demonstrates decisiveness, making timely 1. Delivers effective and timely results
and informed decisions that take due regard
2. Secures and allocates resources to for risks 2. Sets work performance or service standards
accomplish sector objectives over the long
term in accordance with priorities and risk 2. Establishes a results-oriented accountability 3. Delegates appropriately
assessment framework to optimize performance

4. Empowers subordinates to carry out their
3. Launches new initiatives and oversees 3. Organizes resources and manages activities responsibilities and meet changing demands
progress to maximize outcomes
5. Monitors and evaluates progress and quality
4. Ensures that a results-oriented accountability 4. Monitors and evaluates progress to ensure of work, providing corrective feedback
framework is in place to optimize that broad objectives are met
performance in accordance with risk 6. Reallocates resources and adjusts direction
assessment in response to changing circumstances
Note: As mentioned previously, when the behavioural expression of a competency changes across levels, behaviours at lower organizational levels are also
present at higher levels and are simply subsumed within the expression of the competency at the higher level.
7A05. Organizational Awareness
CAF Senior Officers understand the structures, relationships, processes and stakeholders in their work environment including the Canadian Forces, the chain
of command, other federal Public Service organizations, various levels of government, international governments, the private sector, and professional
organizations. CAF Senior Officers strive to keep their organizational awareness comprehensive and current. This understanding, coupled with an awareness
of relationships among key players, formal and informal agendas, and organizational cultures, allows CAF Senior Officers to position their organizations to
achieve immediate and future objectives. The organizational awareness of CAF Senior Officers concerning the broader Public Service and the political
environment represents a unique contribution to advancing the defence vision and agenda.

1. Actively scans the environment for changes 1. Actively scans the environment for changes 1. Actively scans the environment for changes
in the Public Service, the department, the in the Public Service, the department, the in the Public Service, the department, the
Canadian Forces, and other stakeholder Canadian Forces, and other stakeholder Canadian Forces, and other stakeholder
organizations organizations organizations
2. Cultivates and brokers formal and informal 2. Cultivates a beneficial network of 2. Cultivates a beneficial network of
relationships and alliances, inside and relationships inside DND, with other relationships inside DND, with other
outside the federal Public Service (e.g., with departments and, as applicable, outside the departments and, as applicable, outside the
international organizations) to advance the federal Public Service (e.g., with international federal Public Service (e.g., with international
agendas of the government, the department, organizations) to further the achievement of organizations) to further the achievement of
and the Canadian Forces organizational objectives organizational objectives
3. Gains cooperation from others through 3. Gains cooperation from others through 3. Gains cooperation from others through
understanding of organizational priorities and understanding of organizational priorities and understanding of organizational priorities and
cultures and political priorities and cultures cultures and political priorities and cultures cultures and political priorities and cultures
4. Uses knowledge of current and emerging 4. Uses knowledge of current and emerging 4. Uses knowledge of current and emerging
organizational and political structures, organizational and political structures, organizational and political structures,
priorities, processes and key players to make priorities, processes and key players to make priorities, processes and key players to make
wise decisions and recommendations about wise decisions and recommendations about wise decisions and recommendations about
programs, policies, approaches or activities programs, policies, approaches or activities programs, policies, approaches or activities
5. Understands how the department, the 5. Understands how the department, the 5. Understands how the department, the
Canadian Forces, and relevant issues and Canadian Forces, and relevant issues and Canadian Forces, and relevant issues and
activities are perceived by various groups, activities are perceived by various groups, activities are perceived by various groups,
including the media, and uses that including the media, and uses that including the media, and uses that
knowledge when positioning initiatives, knowledge when positioning initiatives, knowledge when positioning initiatives,
making decisions, or formulating making decisions, or formulating making decisions, or formulating
recommendations recommendations recommendations
6. Encourages subordinates to be aware of the

organizational context of their activities in
order to facilitate the achievement of
objectives
7A06. Teamwork
CAF Senior Officers recognize that military and civilian personnel are all personnel of the defence team. Accordingly, they contribute actively and fully to team
projects by working collaboratively with military and civilian personnel in DND, and with others in the federal Public Service (e.g., the unions). CAF Senior
Officers develop and maintain respectful, cooperative working relationships with team personnel, capitalizing on the diversity of experience and knowledge that
enhance a team's work.

1. Actively scans the environment for changes 1. Actively scans the environment for changes 1. Actively scans the environment for changes
in the Public Service, the department, the in the Public Service, the department, the in the Public Service, the department, the
Canadian Forces, and other stakeholder Canadian Forces, and other stakeholder Canadian Forces, and other stakeholder
organizations organizations organizations
2. Cultivates and brokers formal and informal 2. Cultivates a beneficial network of 2. Cultivates a beneficial network of
relationships and alliances, inside and relationships inside DND, with other relationships inside DND, with other
outside the federal Public Service (e.g., with departments and, as applicable, outside the departments and, as applicable, outside the
international organizations) to advance the federal Public Service (e.g., with international federal Public Service (e.g., with international
agendas of the government, the department, organizations) to further the achievement of organizations) to further the achievement of
and the Canadian Forces organizational objectives organizational objectives
3. Gains cooperation from others through 3. Gains cooperation from others through 3. Gains cooperation from others through
understanding of organizational priorities and understanding of organizational priorities and understanding of organizational priorities and
cultures and political priorities and cultures cultures and political priorities and cultures cultures and political priorities and cultures
4. Uses knowledge of current and emerging 4. Uses knowledge of current and emerging 4. Uses knowledge of current and emerging
organizational and political structures, organizational and political structures, organizational and political structures,
priorities, processes and key players to make priorities, processes and key players to make priorities, processes and key players to make
wise decisions and recommendations about wise decisions and recommendations about wise decisions and recommendations about
programs, policies, approaches or activities programs, policies, approaches or activities programs, policies, approaches or activities
5. Understands how the department, the 5. Understands how the department, the 5. Understands how the department, the
Canadian Forces, and relevant issues and Canadian Forces, and relevant issues and Canadian Forces, and relevant issues and
activities are perceived by various groups, activities are perceived by various groups, activities are perceived by various groups,
including the media, and uses that including the media, and uses that including the media, and uses that
knowledge when positioning initiatives, knowledge when positioning initiatives, knowledge when positioning initiatives,
making decisions, or formulating making decisions, or formulating making decisions, or formulating
recommendations recommendations recommendations
6. Encourages subordinates to be aware of the

organizational context of their activities in
order to facilitate the achievement of
objectives
7A07. Networking
CAF Senior Officers work with partners outside the federal Public Service to advance the defence vision and agenda. Partners share common goals, solve
common problems, and work hand in hand for the common good, not simply of the partners but most importantly of the Canadian public. *

1. Strategically identifies the types of 1. Manages partnership/constituency 1. Cultivates a network of contacts with
organizations with which to form partnerships engagement, cultivating a network of representatives of partner and potential
that will advance the organization's vision contacts with potential partners and partner organizations
and objectives identifying, approaching and bringing
together new partners 2. Strategically identifies the particular partners
2. Positions the department to attract partners to be approached
2. Deepens partners' understanding of the
3. Fosters an organizational climate and roles, policies, programs and activities of 3. Ensures that partners are appropriately
structures that are open to partnership DND and the Canadian Forces approached and that activities with partners
are coordinated to optimize information
4. Oversees the initiation and management of 3. Manages the attainment of objectives with sharing, the development of mutual
key partnerships, providing strategic advice partners, finding ways to balance the needs understanding and consensus, and the
and personal involvement as appropriate and interests of DND, the Canadian Forces identification of options
and partner organizations
4. Consults with partners on the potential
4. Manages the partnership relationship itself, effects of proposed actions, deepening their
for example, identifying and resolving understanding of the roles, policies,
sources of conflict and adjusting, fine tuning programs and activities of DND and the
or terminating the partnership Canadian Forces
5. Finds ways to balance the needs and

interests of DND, the Canadian Forces and
partner organizations
6. Identifies and resolves difficulties in

relationships with partners, for example,
resolving sources of conflict or mistrust, and
adjusting, fine tuning or terminating the
partnership
* Partnering refers to working relations with others outside the federal Public Service. CAF Senior Officers develop and manage varied types of partnerships.
For example, partnerships have been formed with universities, often involving grants. In certain cases, contracts with the private sector constitute partnerships
in that risk is shared and the undertaking would not take place without such an ongoing relationship. These contract-based partnerships are distinct from
straightforward contract management. Certain areas of DND are more likely to be involved in partnerships than others. For example, Directors and DGs
involved in Cabinet or Parliamentary liaison are unlikely to be directly involved in partnerships; rather their work reflects the partnering by others.
7A08. Interpersonal Relations
CAF Senior Officers interact effectively with individuals from the private sector as well as the public sector, including superiors, peers and subordinates,
whether they be civilian or military. Their interactions are based on respect and an appreciation that people with varying backgrounds and viewpoints enrich the
organization. CAF Senior Officers resolve difficult and complex interpersonal situations using approaches and resources that are consistent with the values of
integrity, loyalty, moral courage, honesty, fairness and responsibility. For CAF Senior Officers, interpersonal skills are not simply social graces; they are means
of achieving important objectives for DND and the Canadian Forces.

1. Demonstrates genuine respect for others 1. Demonstrates genuine respect for others 1. Demonstrates genuine respect for others
2. Readily builds rapport and good working 2. Remains accessible and receptive to 2. Remains accessible and receptive to
relationships with individuals at all levels, subordinates and others at lower subordinates and others at lower
including politicians, the media, stakeholder organizational levels, demonstrating an organizational levels, demonstrating an
and interest group representatives, and interest in and giving due consideration to interest in and giving due consideration to
employees their opinions and concerns their opinions and concerns
3. Represents the organization with finesse and 3. Fosters a positive interpersonal climate in 3. Fosters a positive interpersonal climate in
polish at high level and "grass roots" events dealings with others dealings with others
4. Deals with conflict and disagreement in a 4. Uses interpersonal skills to effect a variety of 4. Uses interpersonal skills to effect a variety of
timely and tactful manner, using these direct and indirect influence strategies to direct and indirect influence strategies to
situations as opportunities for growth and build "behind the scenes" support for ideas build "behind the scenes" support for ideas
understanding. Activity promotes the use of a and initiatives, and to gain cooperation from and initiatives, and to gain cooperation from
variety of interpersonal conflict resolution others regardless of the presence or absence others regardless of the presence or absence
methods including Alternate Dispute of a direct reporting relationship of a direct reporting relationship
Resolution.
5. When negotiating, knows when to insist, 5. When negotiating, knows when to insist,
when to compromise, and when, given a when to compromise, and when, given a
stalemate, to seek a fresh perspective stalemate, to seek a fresh perspective
6. Deals with conflict and disagreement in a 6. Deals with conflict and disagreement in a
timely and tactful manner, using these timely and tactful manner, using these
situations as opportunities for growth and situations as opportunities for growth and
understanding. Activity promotes the use of a understanding. Activity promotes the use of a
variety of interpersonal conflict resolution variety of interpersonal conflict resolution
methods including Alternate Dispute methods including Alternate Dispute
Resolution. Resolution.
7A09. Communication
CAF Senior Officers recognize that, to be effective, communication needs to be a two-way process, whether with subordinates, superiors, varied stakeholders
or political officials. Accordingly, they listen attentively to others, seeking in-depth and comprehensive understanding. They also provide others with the type
and level of information needed. CAF Senior Officers communicate with impact. Adapting their communication to the needs of different audiences, they use
varied communication vehicles to gain and sustain understanding of and support for the work of the organization.

1. Promotes open communication throughout 1. Provides staff and stakeholders with a variety 1. Provides staff and stakeholders with a variety
the organization of forums in which to express their views, of forums in which to express their ideas,
ideas and concerns views and concerns
2. Generates enthusiasm and commitment
throughout the sector when communicating 2. Actively listens to understand messages and 2. Actively listens to understand messages and
organizational messages nuances from subordinates, superiors, varied nuances from subordinates, superiors, varied
stakeholders and, as applicable, political stakeholders and, as applicable, political
3. Actively listens to understand messages and officials officials
nuances from subordinates, superiors, varied
stakeholders and political officials 3. Fully informs others in a timely manner based 3. Fully informs others in a timely manner based
on their need to know on their need to know
4. Fully informs others in a timely manner based
on their need to know 4. Communicates strategically, considering 4. Communicates strategically, considering
such aspects as optimal "messaging", timing, such aspects as optimal "messaging", timing,
5. Communicates strategically, considering medium and forum of communication, and medium and forum of communication, and
such aspects as optimal "messaging", timing, the need to tailor the message to suit the the need to tailor the message to suit the
medium and forum of communication, and target audience's language and level of target audience's language and level of
the need to tailor the message to suit the understanding of issues and their understanding of issues and their
target audience's language and level of implications implications
understanding of issues and their
implications 5. Appropriately handles on-the-spot questions 5. Appropriately handles on-the-spot questions
from others, such as senior public officials, from others, such as senior public officials,
6. Appropriately handles on-the-spot questions special interest groups or the media special interest groups or the media
from others, such as senior public officials,
special interest groups or the media 6. Communicates with clarity, credibility and 6. Communicates with clarity, credibility and
impact with varied audiences, using two-way impact with varied audiences, using two-way
7. Communicates with clarity, credibility and communication to gain and sustain support communication to gain and sustain support
impact with varied audiences, using two-way for, and understanding of, the organization's for, and understanding of, the organization's
communication to gain and sustain support initiatives, programs, policies, services or initiatives, programs, policies, services or
for, and understanding of, the organization's activities activities
initiatives, programs, policies, services or
activities
7A10. Stamina/Stress Resistance
In facing strenuous demands and prolonged exposure to stressors, CAF Senior Officers resist stress and remain energized. They are realistic about their own
limits and the limits of their organizations, and they use and promote effective stress reduction and coping strategies. CAF Senior Officers respond to early
signs of burnout in themselves and their organizations to ensure that energy reserves remain high over the long term.

1. Creates a positive work environment that 1. Creates a positive work environment that 1. Creates a positive work environment that
attracts employees attracts employees attracts employees
2. Demonstrates concern for employees as 2. Demonstrates concern for employees as 2. Demonstrates concern for employees as
individuals and helps them balance their work individuals and helps them balance their work individuals and helps them balance their work
and personal lives and personal lives and personal lives
3. Leads, energizes and inspires others during 3. Leads, energizes and inspires others during 3. Leads, energizes and inspires others during
times of crisis, stress or change times of crisis, stress or change times of crisis, stress or change
4. Remains positive, productive and calm in the 4. Remains positive, productive and calm in the 4. Remains positive, productive and calm in the
face of crises and stressors, sustaining high face of crises and stressors, sustaining high face of crises and stressors, sustaining high
performance levels and retaining sound performance levels and retaining sound performance levels and retaining sound
judgement and decision making judgement and decision making judgement and decision making
5. Identifies own personal limit and own 5. Identifies own personal limit and own 5. Identifies own personal limit and own
organization's limit for workload and for organization's limit for workload and for organization's limit for workload and for
adapting to change adapting to change adapting to change
6. Uses varied approaches to eliminate or 6. Uses varied approaches to eliminate or 6. Uses varied approaches to eliminate or
minimize the effects on self and others of minimize the effects on self and others of minimize the effects on self and others of
potentially stressful workloads or change potentially stressful workloads or change potentially stressful workloads or change
initiatives (e.g., takes steps to solve initiatives (e.g., takes steps to solve initiatives (e.g., takes steps to solve
impending problems, plans prudently, impending problems, plans prudently, impending problems, plans prudently,
clarifies priorities, negotiates deadlines) clarifies priorities, negotiates deadlines) clarifies priorities, negotiates deadlines)
7A11. Ethics and Values
CAF Senior Officers treat others with dignity, act in the interest of the Canadian public and obey and support lawful authority. They exemplify the organization's
values of integrity, loyalty, courage, stewardship and excellence.

1. Acts as a role model, personally 1. Acts as a role model, personally 1. Acts as a role model, personally
demonstrating the ethics and values of the demonstrating the ethics and values of the demonstrating the ethics and values of the
organization organization organization
2. Makes decisions and recommendations that 2. Makes decisions and recommendations that 2. Makes decisions and recommendations that
are consistent with the ethics and values of are consistent with the ethics and values of are consistent with the ethics and values of
the organization, even when faced with the organization, even when faced with the organization, even when faced with
significant opposition or challenges from significant opposition or challenges from significant opposition or challenges from
others others others
3. Fosters a climate in own organization where 3. Fosters a climate in own organization where 3. Fosters a climate in own organization where
ethical conduct, adherence to organizational ethical conduct, adherence to organizational ethical conduct, adherence to organizational
values, mutual trust, and respect for the values, mutual trust, and respect for the values, mutual trust, and respect for the
dignity of others are continuously nurtured dignity of others are continuously nurtured dignity of others are continuously nurtured
4. Engages others in open discussion of issues 4. Engages others in open discussion of issues 4. Engages others in open discussion of issues
involving ethics and values involving ethics and values involving ethics and values
5. Plays a significant role in shaping the ethics

and values of the department
7A12. Personality
Maintaining focus and composure, as well as commitment and drive, CAF Senior Officers pursue a standard of excellence for themselves and their
organizations. They are motivated by the challenge of protecting and serving the public good. The essential aspect of Personality for CAF Senior Officers is the
absence of characteristics such as arrogance, vindictiveness, timidity and discouragement that can negatively affect the workplace.

1. Consistently and vigorously seeks to exert 1. Consistently and vigorously seeks to exert 1. Consistently and vigorously seeks to exert
influence and use resources for the good of influence and use resources for the good of influence and use resources for the good of
the department, the Canadian Forces and the department, the Canadian Forces and the department, the Canadian Forces and
ultimately the Canadian public ultimately the Canadian public ultimately the Canadian public
2. Sets highly challenging, but attainable goals 2. Sets highly challenging, but attainable goals 2. Sets highly challenging, but attainable goals
for self and for own organization for self and for own organization for self and for own organization
3. Personally pursues challenging goals despite 3. Personally pursues challenging goals despite 3. Personally pursues challenging goals despite
obstacles and motivates others to similarly obstacles and motivates others to similarly obstacles and motivates others to similarly
strive to overcome difficulties to achieve strive to overcome difficulties to achieve strive to overcome difficulties to achieve
worthwhile goals worthwhile goals worthwhile goals
4. Looks at self objectively to better understand 4. Looks at self objectively to better understand 4. Looks at self objectively to better understand
and build on own strengths and to eliminate and build on own strengths and to eliminate and build on own strengths and to eliminate
or minimize the effect of own weaknesses or minimize the effect of own weaknesses or minimize the effect of own weaknesses
7A13. Behavioural Flexibility
CAF Senior Officers adjust their behaviour to the demands of a changing work environment in order to remain productive through periods of transition,
ambiguity or uncertainty. Behavioural Flexibility allows CAF Senior Officers to function effectively in a broad range of situations, and with varied people, and
groups. As work contexts and roles change, they adapt to the characteristics of particular situations, acquiring new, more effective behaviours, and discarding
other less effective actions.*

1. Makes timely and appropriate adjustments in 1. Makes timely and appropriate adjustments in 1. Makes timely and appropriate adjustments in
the direction, priorities and activities of own the direction, priorities and activities of own the direction, priorities and activities of own
organization in response to broad changes in organization in response to broad changes in organization in response to broad changes in
direction and priorities, emerging direction and priorities, emerging direction and priorities, emerging
opportunities and risks, and at times opportunities and risks, and at times opportunities and risks, and at times
seemingly contradictory demands and seemingly contradictory demands and seemingly contradictory demands and
pressures from within and outside the pressures from within and outside the pressures from within and outside the
department department department
2. Adapts own interpersonal style to deal 2. Adapts own interpersonal style to deal 2. Adapts own interpersonal style to deal
effectively with a wide range of individuals effectively with a wide range of individuals effectively with a wide range of individuals
and groups, while remaining guided by the and groups, while remaining guided by the and groups, while remaining guided by the
organization's values organization's values organization's values
3. Demonstrates a high tolerance for continuous 3. Demonstrates a high tolerance for continuous 3. Demonstrates a high tolerance for continuous
change, ambiguity and apparent chaos change, ambiguity and apparent chaos change, ambiguity and apparent chaos
7A14. Self-Confidence
CAF Senior Officers possess realistic self-confidence. Being self-directed, they speak truth to power. They also take calculated risks as well as ownership for
their decisions and recommendations.

1. Makes decisions and recommendations with 1. Makes decisions and recommendations with 1. Makes decisions and recommendations with
self-assurance self-assurance self-assurance
2. Readily shares credit for own organization's 2. Readily shares credit for own organization's 2. Readily shares credit for own organization's
successes and accepts responsibility for own successes and accepts responsibility for own successes and accepts responsibility for own
organization's shortcomings organization's shortcomings organization's shortcomings
3. Speaks truth to superiors and political 3. Speaks truth to superiors and, as applicable, 3. Speaks truth to superiors and, as applicable,
officials, expressing and defending views and political officials, expressing and defending political officials, expressing and defending
ideas, without confrontation views and ideas, without confrontation views and ideas, without confrontation
4. Takes on challenging assignments 4. Takes on challenging assignments 4. Takes on challenging assignments
5. Responds constructively to scrutiny and 5. Responds constructively to scrutiny and 5. Responds constructively to scrutiny and
criticism of one's self and one's organization criticism of one's self and one's organization criticism of one's self and one's organization
7B01. Leadership
Consider ability to effectively influence appropriate actions/decisions; face problems with confidence and assurance; inspire respect from subordinates and
superiors alike.
1. Leadership
LOW -ineffective at producing expected results through his/her leadership styles
-ineffective at developing subordinates and promoting teamwork
-ineffective at influencing appropriate actions/decisions.
-ineffective at inspiring respect from subordinates and superiors
NORMAL -capable of producing expected results through appropriate application of leadership styles
-effective at developing subordinates and promoting teamwork
-effective at influencing appropriate actions/decisions.
-effective at inspiring respect from subordinates and superiors
SUPERIOR -very effective in terms of leadership results and application of leadership styles.
-very effective in developing subordinates and promoting teamwork
-very effective in influencing appropriate actions/decisions.
-very effective at inspiring respect from subordinates and superiors
OUTSTANDING -highly effective in terms of leadership results and application of leadership styles.
-highly effective in developing subordinates and promoting teamwork
-highly effective in influencing appropriate actions/decisions.
-highly effective at inspiring respect from subordinates and superiors
7B02. Judgement
Consider demonstration of wisdom, skill, good sense, understanding and discernment when making sound judgments based on knowledge and experience.
2. Judgement
LOW -ineffective at making sound decisions for complex issues
-ineffective at making considered decisions in his/her work
NORMAL -effective at making sound decisions for complex issues
-effective at making considered decisions or form sensible opinions in his/her work
SUPERIOR -very effective in terms of making sound decisions for complex issues
-very effective at making considered decisions or form sensible opinions in his/her work
OUTSTANDING -highly effective in terms of making sound decisions for complex issues
-highly effective at making considered decisions or form sensible opinions in his/her work
7B03. Courage
Consider ability to face and act on physical or moral challenges, with determination and strength of character. Consider ability to take ownership of rules,
regulations and policies, and displaying the courage and conviction to implement and enforce them.
3. Courage
LOW -ineffective when confronted with challenges
-hesitant when faced with difficult situations that require his/her intervention
NORMAL -effective when confronted with challenges
-effective when faced with difficult situations that require his/her intervention
SUPERIOR -very effective in pursuing or confronting challenges
-very effective when faced with difficult situations that require his/her intervention
OUTSTANDING -extremely effective in pursuing or confronting challenges
-extremely effective when faced with difficult situations that require his/her intervention
7B04. Dedication
Consider how through his/her actions, displays complete dedication to subordinates, superiors and the organization alike. Also, consider the ability to balance
service requirements and personal needs.
4. Dedication
LOW -hesitant to put forth required effort or assume extra responsibilities
-typically puts own needs before those of the organization / service
NORMAL -willing to put forth additional effort or assume extra responsibilities
-effectively balances organizational / service requirements with own needs.
SUPERIOR -frequently puts forth additional effort and actively seeks additional responsibilities
-very effective in balancing organizational / service requirements with own needs.
OUTSTANDING -always expends additional effort and uses full initiative to further unit and organizational goals
-highly effective in balancing organizational / service requirements with own needs
7B05. Integrity
Integrity can be interpreted as behaviour with a strict code of values, morals and honesty. Consider ability to make decisions and act without compromising
existing standards and expectations.
5. Integrity
LOW -shows difficulty in displaying an acceptable level of work ethics
-displays low work ethics
NORMAL -can be trusted with responsibilities conferred to him/her without compromise to standards and expectations
-displays good work ethics
SUPERIOR -very capable of being trusted with responsibilities conferred to him/her without compromise to standards and expectations
-displays very good work ethics
OUTSTANDING -extremely capable of being trusted with responsibilities conferred to him/her without compromise to standards and expectations
-displays impeccable work ethics
7B06. Loyalty
Loyalty is a commitment of support to the organization, superiors and subordinates. Consider possession of, and ability to demonstrate and inspire loyalty
within the organization.
6. Loyalty
LOW -ineffective at inspiring or demonstrating loyalty within the organization
NORMAL -effective at inspiring and demonstrating loyalty within the organization
-pursues formal and informal ways of showing support to the organization
SUPERIOR -very effective at inspiring and demonstrating loyalty within the organization
-exerts concerted effort in showing support to the organization
OUTSTANDING -highly effective at inspiring and demonstrating loyalty within the organization
-exerts tremendous efforts in showing support to the organization
7B07. Communication
Consider ability to communicate in both written and verbal form, with credibility and confidence. i.e. communicates honestly, openly, forcefully and effectively.
7. Communication
LOW -ineffective at communicating (either written or verbal)
NORMAL -capable of meeting both written and verbal communication demands
SUPERIOR -proficient in verbal and written skills
OUTSTANDING -extremely effective in verbal and written skills
7B08. Setting Priorities
Consider ability to identify and rank priorities, to select a proper course of action to achieve positive results when confronted with multiple tasks and
responsibilities.
8. Setting Priorities
LOW -ineffective at balancing organizational needs and establishing priorities
NORMAL -effective at balancing organizational needs and establishing priorities
SUPERIOR -very effective at balancing organizational needs and establishing priorities obtaining positive results
OUTSTANDING -highly effective at balancing organizational needs and establishing priorities, obtaining positive results
7B09. Professional Skills
Consider ability to promote and apply his/her professional skills and ability to work in a multi environment forum, maintaining the highest standards of
professional military excellence.
Consider aptitudes for senior appointment.
9. Professional Skills
LOW -ineffective at applying both military and professional skills
-ineffective at promoting the CAF strategic goals and vision
NORMAL -effective at applying both military and professional skills
-effective at promoting the CAF strategic goals and vision
SUPERIOR -very effective at applying both military and professional skills
-very effective at promoting the CAF strategic goals and vision
OUTSTANDING -highly effective at applying both military and professional skills
-highly effective at promoting the CAF strategic goals and vision
Consider ability to effectively interpret and apply administrative and logistical procedures.
10. Administration
LOW -ineffective at interpreting and/or applying administrative and logistical skills
-hesitant to put forth workable solutions
NORMAL -effective at interpreting and/or applying administrative and logistical skills
-selects and implements workable solutions
SUPERIOR -very effective at interpreting and/or applying administrative and logistical skills
-selects and implements most appropriate courses of action
OUTSTANDING -highly effective at interpreting and/or applying administrative and logistical skills
-selects and implements decisions swiftly and efficiently
7B11. Human Resources Management
Consider ability to promote welfare, enforce good order and discipline, and inspire esprit de corps within the organization. Is he/she proactive and does he/she
provide advice to effectively influence HR issues? Is he/she effective in resolving HR issues that go beyond organizational boundaries?
11. Human Resources Management

LOW -ineffective when dealing with human resource issues
-hesitant to recommend /implement appropriate courses of action
NORMAL -effective when dealing with human resource issues
-recommends /implements appropriate courses of action
SUPERIOR -very effective when dealing with human resource issues
-recommends /implements most appropriate courses of action
OUTSTANDING -extremely effective when dealing with human resource issues
-recommends /implements decisions swiftly and effectively
801. General
1. The instructions that follow in subsequent sections provide the procedures to be followed in completing a Chaplain Evaluation Report (CER) on Lt
(N)/Capt to LCdr/Maj.
Note: The PER will be used to evaluate Cdr/LCol Chaplains utilizing the rating scales contained in Annexes A and B to this chapter. Particular
attention is drawn to PF 5 – Team Ministry, which will be assessed using PF 5 – Administration, and PF 6 – Integrity of Vocation, which will be
assessed using PF 6 – Dedication.
2. As part of the CFPAS Personnel Evaluation Report (PER) process, chaplain evaluations are completed annually, using the Chaplain Evaluation Report
(CER). Care must be taken in completing CERs, as they are used for many important personnel decisions within the Chaplain Branch:
a. selection board review for promotion;
b. selection for some postings and special appointments;
c. selection for some career courses;
d. selection for further terms of service;
e. selection for occupation transfers;
f. Administrative Review (AR); and
g. selection for honours and awards.
3. The CER (refer to section 811 of this chapter) has eight sections:
a. Section 1 : Identification;
b. Section 2 : General;
c. Section 3 : Details of Employment/New Qualifications;
d. Section 4a : Performance (Rated by Supervising Chaplain);
e. Section 4b : Performance (Completed by Commanding Officer);
f. Section 5 : Potential (Rated by Reviewing Chaplain);
g. Section 6 : Additional Review section (Chaplain General);
h. Section 7 : Chaplain General (no longer used); and
i. Section 8 : Chaplain.
4. Annual CER. The principal means of evaluating chaplains is via the Annual CER. Chaplains will be assessed and reported upon annually by the
supervising chaplain and their parent unit for the complete twelve-month reporting period, 01 Apr to 31 Mar inclusive. When chaplains are employed
somewhere other than their parent unit, the employing unit shall report the chaplain’s performance to the parent unit. An Annual CER or PERX will not be
required in cases where a Theatre CER covers the entire reporting period, 01 Apr to 31 Mar inclusive. In all other cases refer to paragraph 6: Theatre
CER.
5. It is the responsibility of the parent unit to collect and collate all PDRs and other related documents from all other units, detachments or locations where
their chaplain has been employed during the reporting year, and to assist the Reporting Chaplain to incorporate these documents into the Annual CER.
This includes all duties performed during the entire reporting period with the exception of operational deployments where chaplains are attached posted
away from their home unit for a period of 3 months or longer, or posted on CJOC Operational Missions. Theatre CERs cover this situation.
6. Theatre CER. Theatre CERs are not ranked (refer to sect 807(6) Potential Ranking) and only apply to augmentees who are attached posted away from
their home unit for operational deployments of 3 months duration or more, or posted on CJOC Operational Missions. For deployments that are less than
3 months, a PDR is to be rendered instead and is to be reported back to the augmentee’s home unit for inclusion in the Annual PER:
a. Reporting Period. Theatre CERs are not restricted to the Annual CER end date of 31 March and are not to exceed 12 months. A chaplain whose
tour is extended beyond 1 year for 3 months duration or more shall receive a second Theatre CER, otherwise a PDR is to be rendered and
reported back to the augmentee’s home unit for inclusion into the Annual PER. In cases where personnel are posted on CJOC Operational
Missions the Theatre CER will commence the day person arrives in Theatre and end on the departure date as long as the Theatre CER does not
exceed 12 months;
Note: Discussion is encouraged between both deploying unit and home unit to determine the Annual CER end date and the Theatre CER start
date.
b. Dept ID. The operational mission Dept ID is to be used;
c. Pre-Deployment Training. When pre-deployment training occurs in the second half of the reporting period, a PDR covering the period of training
is to be reported back to the augmentee’s home unit for inclusion in the Annual CER. When pre-deployment training occurs in the first half of the
reporting period, it is to be reported in the Theatre CER. The result is a Theatre CER observation period of 365 days or less and a full and more
meaningful Annual CER;
Note: In cases where personnel are posted on CJOC Operational Missions, pre-deployment training is to be reported back to the parent unit for
inclusion into the Annual CER.
d. CER drafters are reminded that activities reported upon in a person's Theatre CER are not to be incorporated into the Annual CER;
e. The requirement for a Theatre CER is not connected in any way to the receipt of or expectation of special allowances or financial entitlements;
f. Commanders are responsible for the drafting of PERs for all those personnel within their assigned Dept ID; however, in the case of chaplains, the
Theatre CER is to be completed in consultation with the Commander by the supervising chaplain or a chaplain designated for that purpose by the
Chaplain General. Signed Theatre CERs are sent to the Operational Command Chaplain at NDHQ. The Operational Command Chaplain shall
submit Theatre CERs for the Regular Force to PER Processing Centre at NDHQ and for the Reserve Force to the chaplain’s home unit; and
g. The submission of a Theatre PER does not remove the requirement to submit an Annual PER or PERX unless the Theatre PER covers the entire
reporting period 01 Apr to 31 Mar inclusive (see chap 1 sect 104(4)).
7. PER Exemption (PERX). There is no defined minimum observation period for a CFPAS Annual CER. However, in those rare instances where
observation is so limited as to render it impossible to accurately report upon a person's performance and potential, then the supervising chaplain may
consider rendering a PERX:
a. The Reporting Chaplain's authority in this regard must be exercised judiciously with an awareness that under no circumstances should an
exemption be selected simply to save staff effort. Where uncertainty exists, DMCSS 2 should be consulted;
b. Personnel receiving a PERX should be made aware that there is neither an advantage nor a disadvantage to having a PERX over having a short
observation period Annual CER. In terms of being found competitive enough to be seen by future selection boards, an average of the last two
CERs on file is used to stand in the place of the PERX so the chaplain's place on the Selection Board Candidate’s List remains largely unaffected
from what it otherwise might have been. A short observation period Annual CER, however, stands on its own merits and if it is not as highly scored
as previous Annual CERs, the person's placement may be adversely affected; and
c. Section 4 – Descriptions of the PERX form shall not report on any performance or potential in the narrative area to the right, but rather an
explanation of what was happening during the given time frame that precluded observation.
Note: Text cannot be added in the area between Section 4 – Descriptions signature block and Section 5 – Member signature block. The area is
only used as space filler for scanning purposes only.
CER Preparation
8. The first step in writing a CER is to collect the evaluated chaplain's PDRs and Personnel File, etc.. In assessing performance the Reporting Chaplain
reviews observed work behaviours and information pertaining to the evaluated chaplain that is applicable for the current reporting period and contained in
the PDR forms and other personnel documents such as letters of appreciation and course reports which are typically stored in the personnel file.
9. In addition to compiling and reviewing this information, it is essential that the Reporting Chaplain consult fully with the evaluated chaplain's Commanding
Officer and other unit supervisors. Using the Chaplain Rating Scales (contained in annex A of this chapter), the chaplain's performance is then rated
against each of the Performance Assessment Factors (AFs) by carefully considering all of the compiled information and the unit consultations.
10. It is the Reporting Chaplain's responsibility to complete sections 1,2,3 and 4a, of the CER, and to prepare draft ratings and narrative for section 5.
11. The Reporting Chaplain will submit the CER with sections 1,2,3 and 4a to the evaluated chaplain's Commanding Officer for review, concurrence and (if
applicable) added written comments.
CER Interview
12. The next element of the chaplain evaluation process is the CER Interview. The CER Interview should be conducted in a manner similar to that described
for the PDR Feedback Session in chapter 4. In fact, it is the final feedback session of each reporting year. Prior to the CER interview, the evaluated
chaplain will have had an initial PDR session and one feedback session at the mid point of the reporting period and will have been counselled on any
factor that contributed to Unacceptable (Performance) or Low (Potential) ratings.
13. At the time of the interview, the chaplain will be provided with a copy of the completed signed CER. If any corrections are made to the CER subsequent
to the evaluated chaplain receiving a copy, he/she is to be given a copy of the corrected document.
14. A CER should be free of errors. However, when it is necessary to manually correct an error, the correction is to be neat and witnessed by the chaplain
being assessed. Errors are witnessed in blue or black ink by initialing beside the correction. If initialing beside the correction is impractical or the
correction results in an illegible CER, then the CER should be re-printed and signed to ensure that a legible copy is available to future Selection Boards.
The use of “white-out” or other correction chemicals or materials is not authorized.
Note: Regular and Reserve Force chaplains will not be rated against one another.
Continuing the CFPAS Cycle
15. Typically, the initial PDR Interview for the next reporting period will be conducted shortly after the CER interview, thereby starting the PDR cycle over
again.
Completed Annual CERs
16. Completed Annual CERs shall be submitted by the Reporting chaplain:
a. for Regular Force Chaplains to;

101 Colonel By Dr
Ottawa ON K1A 0K2
b. for Reserve Force Chaplains to the chaplain's home unit.
17. CERs will be submitted with a DND 728, a self addressed envelope (to return the DND 728), and a list sorted by rank and then by surname. The list will
consist of rank, SN, surname, and MOS.
1. The reporting chaplain must ensure that the personal identification information contained in section 1 is complete and accurate. The following procedures
are to be followed:
b. no spaces or periods shall be placed between initials, (a maximum of five initials may be used);
c. the rank used will be the current rank held by the chaplain at the end of the reporting period; and
d. MOS description shall use the standard DND acronym format (CHAP).
1. The reporting chaplain shall also complete section 2, which indicates:
a. Type of Report. Type of report (Annual or Theatre);
b. Reporting period. Dates of the reporting period (1 Apr of one year to 31 Mar of the next for Annual CERs, for Theatre CERs refer to section 801
para 4);
c. Time in Job. Number of months the evaluated chaplain has performed their current job (total number of months including from current reporting
year and previous years);
d. Number of subordinates. The number of subordinates (if any) the evaluated chaplain had using one, two, or three numerals as required. (Note:
This should include total number of military and/or civilian subordinates the chaplain was responsible for during the reporting period). When a
chaplain was in 2 different units during the reporting period, default to the maximum number of subordinates that the chaplain had;
e. 1st CER by Unit. Indication of whether this is the first CER completed on this chaplain for ministry within this unit;
f. Person's preferred language of completion. The Member’s Preferred Language of Completion at Section 2 can no longer be “Either”; and
g. Unit and Dept ID. The short title of the home unit of the chaplain shall be used (e.g., HMCS TORONTO, 1 RCR, ASU Edmonton) and shall
correspond to the four digit Dept ID.
804. Section 3 - Details of Employment/New Qualifications
1. The reporting chaplain should include the title of the position(s) held by the chaplain, and list (as appropriate) any other primary duties that were assigned
to, and performed by, the chaplain during the reporting period (e.g. Chapel Life Coordinator, Unit Security Officer, etc.).
2. Primary duties assigned while away from the parent unit must also be included (e.g. Course Director, Chaplain BOTC; Chaplain T.A.V., OP DANACA;
etc.). Abbreviations and job titles may be used, and the duration for particular duties may be noted by parenthesizing the number of months (e.g. (3)).
3. The reporting chaplain should include list of any academic upgrading, military qualifications, honours, commendations or awards, OPME pass, or any
other qualification earned by the chaplain during the reporting period. Duration for particular courses may be noted by parenthesizing the number of
months (e.g. (3)).
805. Section 4A - Performance
1. The performance rating section provides for quantitative assessment on each of 17 assessment factors (AF) relevant to the chaplain's observed work
and leadership during the reporting period. Definitions of each of the 17 performance AFs are contained in annex A of this chapter. The associated
Chaplain Rating Scales (contained in Annex A of this chapter) are to be used as a guide when rating a chaplain's performance against these 17 AFs, and
care must be taken to rate the chaplain on each factor separately.
2. The absence of subordinates does not necessarily preclude scoring of performance AFs 1-3, 5 and 11, depending on the nature of the chaplain's duties
(e.g. training, chapel life coordinator, overseeing a special project, etc). Reference to the Chaplain Rating Scales found at annex A of this chapter may
assist in determining whether the duties associated with a given position justify the completion of AFs 1-3, 5 and 11.
3. The quantitative assessment should be based on directly or indirectly observed work-related behaviours at the current rank, and for which standards
have been set. This assessment is derived, in significant part, from the evaluated chaplain's PDRs, and other performance related documentations
prepared during the reporting period.
4. This quantitative assessment requires narrative support in order to ensure an accurate overall picture that the ratings alone may not convey. The
performance narrative, therefore, forms a vital part of the CER, and must supplement the AF ratings. To be effective, the comments must present clear,
concise, and accurate statements of the chaplain's performance and in all instances they must be wholly consistent with quantitative assessment of the
AF ratings. Supervising chaplains shall adhere to the following:
i. Not Observed,
ii. Developing, and
iii. Skilled.
i. Unacceptable,
ii. Needs Improvement,
iii. Exceeded Standard, and
iv. Mastered.
Use the format;
ii. Result.
d. Section 4A narrative cannot be left blank. When all AFs are rated as Not Observed, Developing and Skilled, supervisors must still capture the
contribution of their Chaplains; and
e. Good leadership practices require that, prior to assigning any “Unacceptable” AF ratings, supervising chaplains and/or Commanding Officers will
have previously counseled the chaplain. It is never appropriate for negative performance information to be given for the first time during a CER
interview.
Note: Physical fitness test results shall not be considered or included in any AF rating as appropriate administrative measures are provided in
DAOD 5023-2.
806. Section 4B - Performance (Completed by CO)
1. It is essential that the reporting Chaplain consult fully with the Commanding Officer prior to completing a chaplain's performance assessment.
Commanding Officers are required to indicate in section 4B whether or not they concur with the performance assessment prepared by the Reporting
Chaplain. A separate CER insert is provided for the Commanding Officer to include additional comments if desired.
2. While the CO's insert may be added to any CER, an insert is required only in instances where a Commanding Officer does not concur with the
performance assessment prepared by the Reporting Chaplain (Note : Under no circumstances are the Unit Commanding Officer's comments to be
drafted by the Reporting Chaplain).
3. If used, the CER CO Insert shall be signed in accordance with the same regulations and procedures as the CER.
807. Section 5 - Potential
1. The potential rating section of the CER is an assessment of how a chaplain will perform at the next higher rank. These assessments are based upon the
definitions and rating scales of six Potential Factors (PFs) contained in Annex B.
2. It is critical that Reporting and Reviewing chaplains distinguish between performance and potential when making assessments on the CER. Although a
chaplain's performance at the current rank level is by no means the only indicator of his/her potential to perform the work and ministry required at the
next rank level, the assessment of potential at the next rank level is based on demonstrated abilities. Therefore, current performance is one important
indicator, and should not be ignored.
3. In assessing potential the Reviewing Chaplain rates the chaplain using the PFs and Chaplain Potential Rating Scale found in Annex B. These guidelines
are meant to provide a common frame of reference when determining the appropriate rating on each PF. Reviewing Chaplains are reminded that each
PF is to be rated independently from the others and that ratings are to be made with respect to demonstrated potential for promotion to the next higher
rank only.
Note: A chaplain may demonstrate excellent performance at the current rank, but still be placed in any one of the potential categories. Similarly, a
chaplain's performance in a new job might not have peaked, but could still be assessed as having high potential for promotion.
4. Reviewing Chaplains are reminded that information contained in the Potential Narrative must be consistent with the PF ratings and shall adhere to the
following:
i. Normal.
b. Comments shall be provided for promotion recommendations of “Immediate” and “No” on the following PFs;
i. Low,
iii. Outstanding.
Use the format;
ii. Result.
d. For promotion recommendations of “Developing” and “Ready”, the following PFs shall be scored and not commented on;
i. Normal,
iii. Outstanding.
e. When Section 5 narrative space is left blank, the reviewing chaplain must insert “NA” to print the final version of the CER; and
f. Good leadership practices require that, prior to assigning a “Low” PF rating, reviewing chaplains will have previously counseled the chaplain.
Note: Physical fitness test results shall not be considered or included in any PF rating as appropriate administrative measures are
Potential Ranking
5. Theatre CERs are not ranked.
6. The Annual CER ranking in section 5 is based on assessed potential as reflected in the scoring of the PFs. It applies to chaplains of the same rank within
the Reviewing Chaplain's formation/area of responsibility.
7. Reviewing Chaplains must rank the top 5 chaplains, or the top 50% of chaplains (whichever is less) of the same rank within their formation/area of
responsibility. Ranking ties are not permitted. However this does not preclude units from submitting PERs with identical AFs and PFs. Where an odd
number of chaplains exist, the ratings will be extended or rounded upwards (i.e., 5 chaplains - therefore rate the top 3). If the chaplain is the only one of
that rank within the formation, then "1 of 1" must be filled in.
Note: Chaplains in receipt of either an Annual CER prior to 01 Jan or a PERX shall not count toward the ranking total, with exception of chaplains authorized to
Opt Out.
Promotion Recommendation
8. The promotion recommendation indicates the chaplain's overall readiness for promotion to the next rank based on their assessed potential. Minimum
eligibility requirements/criteria for promotion to the next rank (e.g., time in rank, applicable military qualification) are not factors in assigning a promotion
recommendation category. It must be understood that there is a direct relationship between PF's and the promotion recommendation. Reviewing
chaplains have no discretionary authority in this regard. The promotion recommendation categories are defined as follows:
a. NO: A Chaplain has demonstrated low potential for progression to the next rank as described by the “LOW” category in the Chaplain Potential
Rating scale (Annex B). A chaplain receiving one or more low ratings in the potential PFs equates to a “NO” promotion recommendation;
b. DEVELOPING : A chaplain has demonstrated a minimum of “NORMAL” or higher potential as described by the Chaplain Potential Rating Scale
(Annex B). A minimum of 4 Normal assessment factors, with no low ratings, equates to a Developing Promotion Recommendation;
c. READY : A chaplain demonstrates consistently high potential for progression to next rank as described by the “ABOVE AVERAGE” category in the
Potential Rating Scale. A minimum of 4 Above Average assessment factors, with no low ratings, equates to a Ready Promotion Recommendation;
and
d. IMMEDIATE : A chaplain is considered to have outstanding potential for progression to the next rank as described by the “OUTSTANDING”
category in the Chaplain Potential Rating Scale. A minimum of 4 Outstanding assessments factors, with no low ratings, equates to an Immediate
Promotion Recommendation.
808. Section 6 - Additional Review
1. General. The reviewing officer's signature at section 6 indicates concurrence with the assessment andrating (in section 4a, 4b and 5) of the person.
Section 6 is for the use of military senior officers of a rank no lower than Capt(N)/Col or civilian equivalent to review CERs of Cdr/LCol rank and below.
Under no circumstances is section 6 additional review to be completed by the same officer who completes section 5 without approval of DMCSS 2. Every
effort should be made to establish the supervising, reviewing and additional review chain at the beginning of the reporting period. CERs are to be
reviewed and endorsed by higher levels of command for the following:
a. One or more Unacceptable Performance assessment factors;
b. Immediate Promotion Recommendation;
c. No as Promotion Recommendation; and
d. Release/Retirement CERs.
2. Comments. For an Immediate promotion recommendation, the narrative, written in complete sentences (prose), is to provide as a minimum the following
information in the order given: ranking (if applicable), rate of advancement to next rank, recommendation for occupation/rank appropriate
standardized information is given. For Unacceptable AFs and Low PFs, the narrative will need to contain very specific comments and written in prose.
3. Ranking. Theatre CERs are not ranked. Additional review ranking is based on the chaplain’s Section 5 – Potential only and in relation to other chaplains
of the same rank. Section 6 ranking of chaplains of the same rank, within the Chaplain Branch, shall adhere to the following format, however, this shall
not preclude units from submitting CERs with non-ranked Immediate promotion recommendations:
a. numerically rank the top 10 or the top 50% of chaplains, whichever is less: (rank/name) is ranked xx of xx (ranks) in the Chaplain Branch.
Note: Any other reference to lower rankings shall not be used and ranking ties are not permitted. However this does not preclude units from
submitting PERs with identical AFs and PFs. Chaplains in receipt of either an Annual CER prior to 01 Jan or a PERX shall not count toward the
ranking total, with exception of chaplains authorized to Opt Out. To print the final version of Ready and Developing CERs, drafters must insert “NA”
into both the Section 6 narrative space and signature block.
809. Section 7 - Chaplain General
Section 7 of the CER shall no longer be used.
Note: To print the final version of the CER, drafters must insert “NA” into both the Section 7 narrative space and signature block.
810. Section 8 - Chaplain
1. The evaluated chaplain shall be the last to sign and date the CER. This is done in Section 8. The chaplain should be given time to review the CER and
be encouraged to point out errors and omissions in the CER prior to signing. A best practice suggests that the chaplain be given a copy of the CER, 24
hours in advance of the interview to allow time for the chaplain to read it, reflect on its content, and prepare for a productive interview.
2. The chaplain's signature on the CER signifies that he/she has read and understood the assessment. A signature does not signify agreement or
disagreement. The proper venue to voice disagreement with the CER is with the supervising chaplain or through submission of a grievance as outlined in
DAOD 2017-0, Military Grievances and DAOD 2017-1, Military Grievance Process (see chap 1 sect 119 – Replacement PER).
3. There are occasions where Section 8 signature is not attained or waiting for that signature would delay submission of the CER after the 01 June
deadline. Text shall be printed in the chaplain’s signature block, dated, and initialed by the supervising and reviewing chaplain for the following situations:
a. chaplain is in disagreement and refuses to sign. “REFUSED TO SIGN” shall be printed in the chaplain’s signature block;
b. chaplain is unavailable to sign due to a medical situation. “UNAVAILABLE TO SIGN” shall be printed in the chaplain’s signature block; or
c. chaplain is on Deployed Ops. The unit shall have the CER signed as per normal in Sections 4, 5, and 6 (if applicable). This CER is to be scanned
and forwarded to the chaplain for Section 8 signature. The signed scanned copy is to be sent back to the home unit, acknowledging that the CER
has been read and understood. “SCANNED COPY SIGNED” shall then be printed in the chaplain’s signature block of the original CER. Both the
original and signed scanned copy of the CER are to be submitted to PER Processing Centre, otherwise the CER will be returned to unit for
corrective action.
Note. A copy of the CER must be provided to the subordinate. No special treatment is given to such CER's and no NDHQ action is initiated on the basis of the
refusal or unavailability to sign. Selection Boards take all such CER's at face value and assess them as if they were signed.
811. CER form example
812. CERI form example
8A01. Performance Assessment Factors Definitions
In order to determine the most appropriate rating on each AF, the definitions that follow must be read in conjunction with the Chaplain Rating Scales prepared
for the rank level of the chaplain being assessed. Supervising Chaplains are reminded that each AF is to be rated independently from the others and that
ratings must be based on observed performance.
Leadership
Supervising:
 directing the work of others;

 setting and enforcing standards and ensuring completion of work;
 maintaining discipline by ensuring compliance with CAF and Branch policies, regulations, and orders; and
 knowing subordinates and promoting their welfare.
Evaluating and Developing Subordinates:
 providing continuous feedback for development;

 conducting PDR interviews with subordinates;
 providing opportunities for improvement;
 encouraging and guiding professional development of subordinates; and
 judging subordinates' performance and potential.
Team Building:
 understanding the unique capabilities of each team person and employing them appropriately; and
 promoting cooperation and group cohesion.
Leading Change:
 being receptive to change;

 communicating change to others;
 participating in the change process; and
 implementing change initiatives.
Personal Abilities
Working With Others:
 respecting others;
 contributing to team performance and supporting team goals; and
 willingness to use appropriate interpersonal conflict resolution methods including Alternate Dispute Resolution.
Problem Solving:
 evaluating and interpreting information;

 generating solutions and plans; and
 willingness to consider innovative solutions.
Decision Making:
 selecting an appropriate course of action;

 taking calculated risks; and
 taking action.
Effectiveness Under Demanding Circumstances:
 performing ministry effectively under intense, adverse, or dangerous conditions.
Initiative:
 with minimal or no direction, taking appropriate action; and

 being a self-starter.
Communication Skills
Verbal Communication:
 speaking in different settings; and

 understanding and interpreting verbal orders, information, advice and feedback.
Written Communication:
 content and quality of writing; and

 understanding and interpreting written information.
Professional Abilities
Applying Job Knowledge / Skills:
 performing all chaplain duties and tasks in accordance with officer, and MOS specifications.
Resource Management:
 understanding logistical systems and administration and applying this knowledge;

 ensuring security and the safe use of resources; and
 using resources economically and efficiently.
Accountability:
 acceptance of areas of responsibility; and

 being answerable for personal decisions and actions and for the decisions and actions of subordinates.
Reliability:
 dependability, consistency, timeliness, quantity, and quality of work.
Ethics and Values:
 perform work in an ethical manner;

 lead in an ethical manner; and
 reflect, at a minimum, the CAF's ethical values of integrity, loyalty, courage, stewardship and excellence, and the principles and
commitments outlined in the CAF Chaplain Branch Statement of Ethics.
Conduct on and off Duty:
 behaving in accordance with CAF, Branch and Ecclesiastical policies, regulations, and orders, and with civilian laws.
8A02. Captain / Lieutenant(N)

1. Supervising
Unacceptable - lacks knowledge of team personnel and neglects their well-being
- fails to reconcile conflicting demands and/or fails to establish priorities
- unwilling to apply standards and procedures
- unable or unwilling to provide direction
- unable or unwilling to apply Branch policy
Needs Improvement - has little knowledge of team personnel and/or sometimes neglects their well-being
- has difficulty reconciling conflicting demands and/or delegating and assigning priorities
- avoids applying standards and procedures
- has difficulty applying Branch policy
- has difficulty adjusting supervisory style to job, situation, or individuals
Developing - gaining knowledge of team personnel, conscious of their well-being
- learning to reconcile conflicting demands by determining priorities and giving direction
- learning to ensure compliance with Branch policy and procedures
- learning to apply standards and procedures
- learning to adjust supervisory style to job, situation, or individuals
Skilled - knows team personnel well and looks after their well-being
- skilfully directs simultaneous tasks and monitors priorities
- applies and implements standards and procedures
- ensures compliance with Branch policy and prompt to take corrective action
- adjusts supervisory style to job, situation, or individuals
Exceeded Standard - knows team personnel very well and is dedicated to their well-being with integrity
- capably delegates; assigns and monitors priorities; and coordinates efforts of team personnel
- working with the team in the developing and implementing of standards and procedures
- consistently applies Branch policy and takes prompt and effective action
- tailors supervisory style to job, situation, or individuals
Mastered - knows team personnel extremely well, and promotes with fairness their well-being
- proficiently delegates; judiciously assigns monitors and adjusts priorities; and confidently coordinates efforts of team personnel
- judiciously working with the team in the developing and implementing of standards and procedures
- carefully monitors standards and displays consistent fairness and good judgement in addressing disciplinary matters
- judiciously tailors supervisory style to job, situation, or individuals

Unacceptable - unable or unwilling to work with the Chain of Command to contribute to the development of CAF personnel
- fails to establish dialogue with appropriate authorities in order to evaluate and develop civilian / military staff assigned to support
Chaplain Services
- fails to address strengths and weaknesses of others
- unable or unwilling to create opportunities for others to develop, spiritually, personally, professionally
Needs Improvement - has difficulty working with the Chain of Command to contribute to the development of CAF personnel
- reluctant or has difficulty establish dialogue with appropriate authorities in order to evaluate and develop civilian / military staff
assigned to support Chaplain Services
- reluctant to address strengths and weaknesses of others
- has difficulty creating opportunities for others to develop, spiritually, personally, professionally
Developing - learning to work with the Chain of Command to contribute to the development of CAF personnel
- learning to establish dialogue with appropriate authorities in order to evaluate and develop civilian / military staff assigned to
support chaplain services
- identifying subordinates' strengths and weaknesses
- starting to create opportunities for others to develop, spiritually, personally, professionally
Skilled - works with the Chain of Command to contribute to the development of CAF personnel
- establishes dialogue with appropriate authorities in order to evaluate and develop civilian / military staff assigned to support
chaplain services
- assesses competencies of others and coaches them accordingly
- creates innovative opportunities for others to develop, spiritually, personally, professionally
Exceeded Standard - effectively works with the Chain of Command to contribute to the development of CAF personnel
- works collaboratively with appropriate authorities in order to evaluate and develop civilian / military staff assigned to support
chaplain services
- very good coach
- always takes the time to meet with others to encourage them and advise them on their performance
- provides challenging opportunities for others to develop, spiritually, personally, professionally
Mastered - expertly works with the Chain of Command to contribute to the development of CAF personnel
- works collaboratively and effectively with appropriate authorities in order to evaluate and develop civilian / military staff assigned
to support chaplain services
- excellent coach
- assesses strengths and weaknesses of others and subordinate groups
- ensures others have the opportunity to develop fully, spiritually, personally, professionally
3. Team Building
Unacceptable - deficient knowledge of the principles of team building and/or is unable and unwilling to accept the mission of the team
- discourages others, creates dissension or unfavourable team environment
- unwilling to be a team player
Needs Improvement - has little knowledge of principles of team building and lacks motivation to promote team cohesion and the achievement of goals
- has difficulty considering and reconciling individual differences
- has difficulty being a team player
Developing - learning to employ principles of team building and motivation to promote team cohesion and the achievement of goals
- learning to reconcile individual differences and promote team harmony
- learning to be a team player
Skilled - employs principles of team building and motivation to promote group cohesion and achieve goals
- considers and reconciles individual differences and promotes team harmony
- is team player
Exceeded Standard - capably employs principals of team building and motivation to develop and foster group cohesion and achieve goals
- builds and coaches cohesive teams
- inspires teams to meet and exceed goals
- fully considers and reconciles individual and team differences and promotes harmony
- effective team player
Mastered - uses knowledge of team building methods and team personnel to form and sustain highly effective teams
- highly effective in enabling team players to reconcile and overcome individual and team differences, promoting harmony and
cooperation
- excellent team player
- promotes a stimulating highly effective group environment
4. Leading Change
Unacceptable - avoids participation in change process
- fails to take ownership of change objectives and process
Needs Improvement - resists participation in change process
- does not always communicate change objectives
Developing - learning to identify opportunities for change at their level
- participates in change process
- making efforts to communicate change objectives
Skilled - identifies opportunities for change at their level
- provides insight and practical input to change initiatives
- effectively communicates change objectives and process
Exceeded Standard - skillfully identifies opportunities for change at their level
- fully participates in change process and makes distinct improvements
- overcomes obstacles to effectively implement change
- consistently communicates positive aspects of change
Mastered - consistently identifies opportunities for change at their level
- makes significant contributions to change process and carefully monitors results
- highly receptive to change
- actively helps others to adapt to change

- fails to respect faith group diversity
Needs Improvement - sometimes fails to respect the dignity of others
- sometimes lacks sensitivity to interpersonal differences
- sometimes fails to respect faith group diversity
Developing - normally respects the dignity of others
- normally respects faith group diversity
- respects faith group diversity
- willingly promotes opportunities for accommodation and faith group diversity
- actively promotes opportunities for accommodation and faith group diversity
6. Problem-Solving
- reluctant to address problems and generate solutions
Developing - gathers relevant information
- developing solutions to problems and makes plans
- implements imaginative and creative solutions

Mastered - actively explores diverse sources of information
- systematically evaluates, analyses and implements appropriate plans of action
7. Decision-Making
Unacceptable - unable to make decisions or knowingly makes inappropriate decisions
- unaware of risk
- learning to select suitable courses of action and act appropriately
- carefully selects correct course of action
- takes prompt action and assumes justifiable risk
- expertly identify best courses of action to achieve most efficient solution

- an ineffective sign / source of calmness and hope under intense or adverse pastoral circumstances
- inattentive to your own spiritual needs and the spiritual needs of others in the midst of intense or adverse pastoral
circumstances
- an inconsistent sign / source of calmness and hope under intense or adverse pastoral circumstances
- inconsistently attentive to your own spiritual needs and the spiritual needs of others in the midst of intense or adverse pastoral
circumstances
- learning to be a sign / source of calmness and hope under intense or adverse pastoral circumstances
- learning to know your own spiritual needs and the spiritual needs of others in the midst of intense or adverse pastoral
circumstances
Skilled - effective under intense or adverse circumstances
- remains a sign / source of calmness and hope under intense or adverse pastoral circumstances
- attentive to your own spiritual needs and the spiritual needs of others in the midst of intense or adverse pastoral circumstances
Exceeded Standard - effective in all circumstances
- inspires calmness and hope under intense or adverse pastoral circumstances
- attentive and responsive to your own spiritual needs and the spiritual needs of others in the midst of intense or adverse pastoral
circumstances
Mastered - exceptional under intense or adverse circumstances
- sought out as a source of calmness and hope under intense or adverse pastoral circumstances
- an example of spiritual wellness in meeting the needs of others in the midst of intense or adverse pastoral circumstances
9. Initiative
Developing - makes suggestions and takes action without direction
Skilled - consistently makes suggestions and takes appropriate action without direction
Exceeded Standard - makes valuable and creative suggestions without direction
- works independently with effect
Mastered - takes immediate and appropriate action without direction

Unacceptable - unwilling to prepare or deliver effective presentations
- inconsistently applies speaking skills
- refining listening skills

Skilled - capably prepares and delivers oral presentations within and beyond the chapel / military community
- practices active listening and asks insightful questions
- capably communicates in religious services, briefings, and in providing insightful verbal advice
Exceeded Standard - effectively prepares and delivers oral presentations within and beyond the chapel / military community
- efficiently practices effective listening and asks insightful questions
- effectively communicates in religious services, briefings, and in providing insightful verbal advice
Mastered - a model in preparing and delivering oral presentations within and beyond the chapel / military community
- highly effective listener and speaker in a wide range of settings
- synthesizes complex material into highly effective presentations

- unable to organize ideas in writing
- incapable and/ or unwilling to review the work of others
- has difficulty in organizing ideas in writing
- has some difficulty in organizing ideas in writing
- learning to review the work of others and learning to suggest improvements
Skilled - capable of gathering information, preparing and presenting good staff work
- produces coherent written ideas and explanations
- capable of reviewing the work of others and suggesting improvements
- organizes ideas and explanations very effectively
- capable of carefully reviewing the work of others and suggesting constructive improvements
Mastered - prepares coherent and imaginative written staff work
- skilfully summarizes and synthesizes written material of increasing complexity
- skilfully reviews the work of others and makes constructive suggestions

Unacceptable - fails or is unwilling to apply knowledge and skills previously acquired
- is unwilling to learn required knowledge and skills to function effectively as a chaplain and a junior officer within an ecumenical
interfaith military environment
Needs Improvement - lacks or is not sufficiently applying knowledge and skills already learned to function as a chaplain within an ecumenical/interfaith
and military environment
- is not sufficiently acquiring knowledge and skills to function as a junior officer
Developing - learning to apply the knowledge and skills to effectively function as a chaplain within an ecumenical/interfaith and military
environment
- actively acquiring knowledge and skills to function effectively as a junior officer and applying them to jobs and tasks
Skilled - consistently applies the knowledge and skills to function effectively as a chaplain within an ecumenical/interfaith and military
environment
- has all necessary knowledge and skills to function effectively as a junior officer and capably applies them to jobs and tasks and
is successful
Exceeded Standard - knowledge, skills and provision of chaplain services frequently exceed requirements of current rank
Mastered - knowledge, skills and provision of chaplain services far exceed requirements of current rank

Unacceptable - deficient understanding of applicable Branch and DND policies governing the stewardship of public and non-public financial and
material resources
- fails to contribute to the development of Chaplain Services business plan in accordance with local directives
- fails to analyze chaplain service support requirements and prepare Unit Ministry Plan
- deficient understanding of financial resources assigned to the Chaplain Services budget
- fails to apply administrative knowledge and deficient understanding of specialists' capabilities
Needs Improvement - lacks familiarity with the applicable Branch and DND policies governing the stewardship of public and non-public financial and
material resources
- hesitant to contribute to the development of Chaplain Services business plan in accordance with local directives
- has difficulty to analyze chaplain service support requirements and prepare Unit Ministry Plan
- lacks knowledge of financial resources assigned to the Chaplain Services budget
- has difficulty to apply administrative knowledge and little understanding of specialists' capabilities
Developing - gaining familiarity with the applicable Branch and DND policies governing the stewardship of public and non-public financial and
material resources
- learning to contribute to the development of Chaplain Services business plan in accordance with local directives
- learning to analyse chaplain service support requirements and prepare Unit Ministry Plan
- gaining knowledge of financial resources assigned to the Chaplain Services budget
- learning to apply administrative knowledge and increasing under-standing of specialists' capabilities
Skilled - is familiar with the applicable Branch and DND policies governing the stewardship of public and non-public financial and
material resources
- contributes to the development of Chaplain Services business plan in accordance with local directives
- analyses chaplain service support requirements and prepares Unit Ministry Plan
- has knowledge of financial resources assigned to the Chaplain Services budget
- applies administrative knowledge, seeks and accepts specialists' advice
Exceeded Standard - capable of exercising sound stewardship over public and non-public financial and material resources in accordance with Branch
and DND policies
- contributes effectively to the Chaplain Services business plan in accordance with local directives
- effectively analyses chaplain service support requirements and prepares Unit Ministry Plan
- capable of exercising sound stewardship over financial resources assigned to the Chaplain Services budget allocating and
tracking resources
- creatively applies administrative knowledge, obtains and uses specialists' advice
Mastered - effectively exercises sound stewardship over public and non-public financial and material resources in accordance with Branch
and DND policies
- contributes significantly to the development of Chaplain Services business plan in accordance with local directives
- judiciously analyses chaplain service support requirements and prepares Unit Ministry Plan
- effectively exercises sound stewardship over financial resources assigned to the Chaplain Services budget allocating and
tracking resources
- adroitly obtains and uses specialists' advice
14. Accountability
Unacceptable - unwilling to acknowledge own mistakes and/or errors of judgement
- lacks understanding of areas of responsibility
- fails to support Branch, ecclesiastical and CAF policy and doctrine, and team mission, goals and decisions
- unwilling or unable to participate in group decision-making
Needs Improvement - reluctant to acknowledge own mistakes and/or errors of judgement
- incomplete understanding of areas of responsibility
- inconsistent support of Branch, ecclesiastical and CAF policy and doctrine, and team mission, goals and decisions
- has difficulty contributing to group decision-making
Developing - learning to acknowledge own mistakes and/or errors of judgement
- refining understanding of areas of responsibility
- inconsistently accepts responsibility for personal decisions and actions
- frequently supportive of Branch, ecclesiastical and CAF policy and doctrine, and team mission, goals and decisions
- able to comment on considered course of action
Skilled - admits own mistakes and/or errors of judgement
- accountable for and supportive of team mission, goals and decisions
- accountable for and supportive of Branch, ecclesiastical and CAF policy and doctrine
- able to comment on considered courses of action and recommend alternatives
Exceeded Standard - fully acknowledges mistakes and/or errors of judgement and takes corrective actions
- is consistently accountable for and supportive of team mission, goals and decisions
- consistently accountable for and supportive of Branch, ecclesiastical and CAF policy and doctrine
- able to reliably assess considered courses of action and recommend alternatives
Mastered - shows moral courage by acknowledging mistakes and/or errors of judgement, and is supportive of others in doing likewise
- cultivates confidence by being accountable for and loyally supporting team decisions and actions
- is a highly trusted adviser able to courageously and respectfully critique considered courses of action and recommend
alternatives
15. Reliability
Unacceptable - is unreliable
- negligent in being professionally, spiritually and physically prepared
Needs Improvement - inconsistent performance of duties
- occasionally inaccurate, or misses deadlines
- lacks professional, spiritual and physical preparedness
Developing - generally dependable
- recognizes the importance of being accurate and meeting deadlines
- learning to be professionally, spiritually and physically prepared for tasks and jobs
Skilled - dependable and steady performer
- work is accurate and on time
- is professionally, spiritually and physically well prepared for tasks and jobs
- trustworthy; model for others
16. Ethics & Values

making decisions

- fails to perform assessments of the workplace or take steps to ensure subordinates’ work is performed in an ethical manner
- fails to follow the statement of ethics for chaplains as approved by the Interfaith Committee on Canadian Military Chaplaincy
(ICCMC)
making decisions
- seldom performs assessments of the workplace or takes steps to ensure subordinates’ work is performed in an ethical manner
- inconsistently follows the statement of ethics for chaplains as approved by the ICCMC
- occassionally performs assessments of the workplace and takes steps to ensure subordinates’ work is performed in an ethical
manner
- usually follows the statement of ethics for chaplains as approved by the ICCMC
decisions
- demonstrates an understanding of and performs ministry IAW the statement of ethics for chaplains as approved by the ICCMC
Exceeded Standard - consistently performs work in an ethical manner
- demonstrates a comprehensive understanding of different ethical approaches (rules, consequences, care for others, values)
when making decisions
- readily accepts being accountable for the ethical factors of actions
- consistently promotes an ethical climate by ensuring expectations on ethics are known to subordinates, by providing feedback
on behaviours and activities, and by providing opportunities for ethical growth
- consistently provides subordinates with opportunities to discuss ethical risks and concerns
- consistently performs ministry and work IAW the statement of ethics for chaplains as approved by the ICCMC
Mastered - acts as a role model for ethics by performing work in an ethical manner
- demonstrates a profound understanding of different ethical approaches (rules, consequences, care for others, values) when
making decisions, by applying conflict of interest principles, and by being accountable for the ethical factors of actions
- expertly promotes an ethical climate by ensuring expectations on ethics are known to subordinates, by providing feedback on
- provides a healthy environment by creating dialogue opportunities, by making provision for anonymity and confidentiality, and
by fostering a reprisal free environment
- expertly manages ethical risks by performing regular assessment of the workplace and by
developing/communicating/implementing action plans to deal with ethical risks
- promotes the ethical climate of the guidelines in the statement of ethics for chaplains as approved by the ICCMC
8A03. Major / Lieutenant-Commander
1. Supervising
- fails to reconcile conflicting demands and/or fails to establish priorities
- fails to provide direction to subordinates
- unable or unwilling to apply Branch policy
- unable or unwilling to adjust supervisory style to job, situation or individuals
- has difficulty reconciling conflicting demands and/or delegating and assigning priorities
- avoids formulating standards and procedures
- has difficulty applying Branch policy
- has difficulty to adjust supervisory style to job, situation or individuals
- learning to reconcile conflicting demands by determining priorities and giving direction
- learning to ensure compliance with Branch policy and procedures
- learning to formulate standards and procedures
- learning to adjust supervisory style to job, situation or individuals
- skilfully directs simultaneous tasks and monitors priorities

- formulates and implements standards and procedures
- ensures compliance with Branch policy and prompt to take corrective action
- tailors supervisory style to job, situation, or individuals
Exceeded Standard - knows subordinates very well and is dedicated to their well-being with integrity
- capably delegates; assigns and monitors priorities; and coordinates efforts of subordinates
- working with subordinates in the developing and implementing of standards and procedures
- monitors standards and displays fairness and good judgement when taking corrective action
Mastered - knows subordinates extremely well, and promotes with fairness their well-being
- proficiently delegates; judiciously assigns monitors and adjusts priorities; and confidently coordinates efforts of subordinates
- judiciously working with subordinates in the developing and implementing of standards and procedures
- carefully monitors standards and displays consistent fairness and good judgement when taking corrective action
- expert and highly experienced supervisor

Unacceptable - fails to establish dialogue with appropriate senior Branch Chaplains and commanding officers in order to evaluate and develop
subordinate chaplains
chaplain services
- fails to address subordinates' strengths and weaknesses
- unable or unwilling to create opportunities for subordinate development, spiritually, personally, professionally
Needs Improvement - reluctant to or has difficulty to establish dialogue with appropriate senior Branch Chaplains and commanding officers in order to
evaluate and develop subordinate chaplains
- reluctant or has difficulty establish dialogue with appropriate authorities in order to evaluate and develop civilian / military staff
assigned to support chaplain services
- reluctant to address subordinates' strengths and weaknesses
- has difficulty creating opportunities for subordinates' development, spiritually, personally, professionally
Developing - learning to establish dialogue with appropriate senior Branch Chaplains and commanding officers in order to evaluate and
develop subordinate chaplains
- learning to identify and address subordinates' strengths and weaknesses
- starting to create opportunities for subordinates' development, spiritually, personally, professionally
Skilled - establishes dialogue with appropriate senior Branch Chaplains and commanding officers in order to evaluate and develop
subordinate chaplains
chaplain services
- assesses subordinates' strengths and weaknesses and coaches them accordingly
- creates innovative opportunities for development of subordinates, spiritually, personally, professionally
Exceeded Standard - knows subordinates very well and is dedicated to their well-being with integrity
- capably delegates; assigns and monitors priorities; and coordinates efforts of subordinates
- working with subordinates in the developing and implementing of standards and procedures
- monitors standards and displays fairness and good judgement when taking corrective action
Mastered - knows subordinates extremely well, and promotes with fairness their well-being
- proficiently delegates; judiciously assigns monitors and adjusts priorities; and confidently coordinates efforts of subordinates
- judiciously working with subordinates in the developing and implementing of standards and procedures
- carefully monitors standards and displays consistent fairness and good judgement when taking corrective action
- expert and highly experienced supervisor
3. Team Building
Unacceptable - unable or unwilling to form and coach teams
- unable or unwilling to communicate team goals
- fails to consider or reconcile individual differences
- fails to foster team harmony and cooperation
- ineffective motivator
Needs Improvement - has difficulty forming and coaching teams
- has difficulty promoting team effectiveness and communicating goals
- has difficulty considering and reconciling individual differences
- has difficulty fostering team harmony and cooperation
Developing - learning to form, build, and coach cohesive teams
- Learning to guide teams to meet goals
- starting to consider and reconcile individual differences
- learning to foster team harmony and cooperation
- refining coaching and motivational skills
Skilled - skilfully forms, builds, and coaches cohesive teams
- guides and inspires teams to meet goals
- considers and reconciles individual differences
- promotes team harmony and fosters cooperation
- skillfully motivates others
Exceeded Standard - uses knowledge of team building and team personnel to form, build, and sustain effective teams
- skillfully steers and coordinates teams to meet or exceed goals

- fully considers and reconciles individual and team differences
- engaged team leader and team player who promotes harmony and cooperation
- very good team facilitator, consistently provides coaching, guidance, and expertise
Mastered - expertly builds and sustains highly effective teams
- wisely employs all team personnel and resources to maximize team performance in achieving goals
- expertly reconciles and overcomes individual and team differences
- highly engaged team leader and team player who promotes harmony and cooperation
- excellent team facilitator who always provides insightful guidance and expertise
4. Leading Change
Unacceptable - unaware of change process
- generates resistance amongst subordinates to the change process
- insufficient knowledge of change process
- negatively or inconsistently communicates change to subordinates
Developing - learning to identify opportunities for change at their level
- building knowledge of change process
- willing participant
- promotes change to others
Skilled - skillfully identifies opportunities for change at their level
- fully participates in change process and makes distinct improvements
- promotes positive aspects of change to others
Exceeded Standard - consistently identifies opportunities for change at their level
- contributes significantly to change process
- consistently monitors results
- fosters positive aspects of change and actively helps other to adapt
Mastered - active and successful change agent

Needs Improvement - sometimes fails to promote respect for dignity of others
- sometimes fails to promote sensitivity to interpersonal differences
- sometimes fails to promote respect for faith group diversity
Developing - normally promotes respect for the dignity of others
- normally promotes sensitivity to interpersonal differences
- normally promotes respect for faith group diversity
- trying to use different styles of interpersonal conflict resolution, including alternate dispute resolution processes
Skilled - consistently promotes respect for the dignity of others
- consistently promotes sensitivity to inter-personal differences
- consistently promotes respect for faith group diversity
- uses different styles of interpersonal conflict resolution, including alternate dispute resolution processes
Exceeded Standard - actively promotes diversity
- actively strives to overcome interpersonal differences to achieve team effectiveness
- actively promotes respect for faith group diversity
- effectively uses different styles of interpersonal conflict resolution, including alternate dispute resolution processes
Mastered - seeks opportunities for the promotion of diversity
- seeks opportunities for the promotion of faith group diversity
- always uses different styles of interpersonal conflict resolution, including alternate dispute resolution processes
6. Problem-Solving
- uses problem-solving process and develops options for solutions
7. Decision-Making
Unacceptable - unable to make decisions or knowingly makes inappropriate decisions
- unaware of risk
- learning to select suitable courses of action and act appropriately
- expertly identify best courses of action to achieve most efficient solution

- an ineffective sign / source of calmness and hope under intense or adverse pastoral circumstances
circumstances
- an inconsistent sign / source of calmness and hope under intense or adverse pastoral circumstances
circumstances
circumstances
circumstances
9. Initiative
- requires constant supervisory attention
- requires excessive supervision
Skilled - consistently makes suggestions and takes action without direction

Unacceptable - unable to speak and make professional presentations
- poor listening skills and unable to interview or counsel effectively
- presentations sometimes lack coherence, persuasiveness, or impact
- sometimes demonstrates ineffective listening, interviewing and/or counselling skills
Developing - learning to develop professional speaking and presentation skills
- learning to be persuasive and coherent
- learning active listening skills, interviewing and counselling techniques
Skilled - speaks effectively without preparation
- persuasive, coherent and answers difficult questions with ease

- effective active listening skills and good interviewing and counselling techniques
Exceeded Standard - highly persuasive and very effective speaker in various formal and informal settings
- proficient interviewer and counsellor
- always listens actively and carefully, and is an excellent interviewer and counsellor

Unacceptable - fails or is unwilling to research, prepare and present complete and coherent written work
- fails or is unwilling to organize ideas and explanations effectively
- fails or is unwilling to carefully review the work of others and suggest constructive improvements
- fails to understand complex written materials
Needs Improvement - has difficulty researching, preparing and presenting complete and coherent written work
- inconsistently organizes ideas and explanations effectively
- has difficulty carefully reviewing the work of others and suggesting constructive improvements
- lacks understanding of complex written materials
Developing - learning to research, prepare and present complete and coherent written work
- organizes ideas and explanations very effectively
- capable of carefully reviewing the work of others and suggesting constructive improvements
- learning to understand complex written materials
Skilled - prepares coherent and accurate written work
- summarizes and synthesizes written material of increasing complexity
- reviews the work of others and makes constructive suggestions
Exceeded Standard - consistently prepares coherent, detailed, and imaginative ideas and explanations
- ably summarizes and synthesizes written material of increasing complexity
- proficiently reviews the work of others and makes constructive suggestions
Mastered - always carefully and skilfully prepares coherent, detailed, and accurate staff work with concision and clarity
- expertly summarizes and synthesizes written material of increasing complexity
- proficiently reviews the work of others and makes excellent suggestions

Unacceptable - fails or is unwilling to apply knowledge and skills previously acquired
- fails or is unwilling to learn required skills to function effectively as a chaplain team leader and staff officer
Needs Improvement - lacks or is not sufficiently applying knowledge and skills previously acquired
- lacks or is not sufficiently acquiring knowledge and skills to function effectively as a chaplain team leader and staff officer
Developing - developing knowledge and skills to function as chaplain team leader
- actively acquiring knowledge and skills to function effectively as a staff officer
Skilled - has the necessary knowledge and skills to function effectively as a chaplain team leader
- consistently applies knowledge and skills to function effectively as a staff officer
Exceeded Standard - effectively applies knowledge and skills as chaplain team leader and staff officer at various levels
- frequently exceed requirements of current rank and consistently achieves high results
Mastered - expertly applies knowledge and skills as a chaplain team leader and staff officer at various levels
- far exceed requirements of current rank and achieves excellent results

Unacceptable - fails to exercise sound stewardship over public and non-public financial and material resources in accordance with Branch and
DND policies
- fails to prepare the Chaplain Services business plan in accordance with local directives
- fails to exercise sound stewardship over financial resources assigned to the Chaplain Services budget
- fails to apply administrative knowledge and obtain or understand advice from specialists
Needs Improvement - has difficulty to exercise sound stewardship over public and non-public financial and material resources in accordance with
Branch and DND policies
- has difficulty to prepare the Chaplain Services business planning in accordance with local directives
- has difficulty to exercise sound stewardship over financial resources assigned to the Chaplain Services budget
- has difficulty to apply administrative knowledge and obtain or understand advice from specialists
Developing - learning to exercise sound stewardship over public and non-public financial and material resources in accordance with Branch
and DND policies
- learning to prepare the Chaplain Services business planning in accordance with local directives
- learning to exercise sound stewardship over financial resources assigned to the Chaplain Services budget allocating and
tracking sufficient and adequate resources to subordinates
- applies administrative knowledge and obtains advice from specialists
Skilled - exercises sound stewardship over public and non-public financial and material resources in accordance with Branch and DND
policies
- prepares the Chaplain Services business planning in accordance with local directives
- exercises sound stewardship over financial resources assigned to the Chaplain Services budget allocating and tracking
sufficient and adequate resources to subordinates
Exceeded Standard - skilfully exercises sound stewardship over public and non-public financial and material resources in accordance with Branch
and DND policies
- prepares the Chaplain Services business planning in accordance with local directives making sound and timely
recommendations and forecasts future needs
- consistently exercises careful stewardship over financial resources assigned to the Chaplain Services budget, allocating and
tracking sufficient and adequate resources to subordinates and making swift adjustments as required
- creatively applies administrative knowledge, experience and financial management practices
Mastered - very effectively exercises sound stewardship over public and non-public financial and material resources in accordance with
- prepares the Chaplain Services business planning process in accordance with local directives making sound and timely
recommendations, forecasting administrative requirements and anticipating problems
tracking sufficient and adequate resources to subordinates and making swift adjustments as required while promoting economy
and efficiency
- very effectively applies administrative knowledge, experience and financial management practices
14. Accountability
Unacceptable - unwilling to acknowledge own mistakes and/or errors judgement or to accept responsibility for poor personal and/or team
performance
Needs Improvement - reluctant to acknowledge own mistakes and/or errors judgement or to accept responsibility for poor personal and/or team
performance
Developing - learning to acknowledge own mistakes and/or errors judgement or to accept responsibility for poor personal and/or team
performance
- inconsistently accepts responsibility for personal and/or team's decisions and actions
Skilled - admits own mistakes and accepts responsibility for poor personal and/or team performance
- accepts and understands areas of responsibility and enables the team to do likewise
Exceeded Standard - fully acknowledges own mistakes and team's deficiencies and takes corrective action
- consistently accountable for and supportive of team mission, goals and decisions
Mastered - shows moral courage by acknowledging personal weaknesses and supporting others in acknowledging and overcoming their
deficiencies
- cultivates confidence by loyally supporting and being accountable for team decisions and actions
alternatives
15. Reliability
- negligent in being professionally, spiritually and physically prepared
- is professionally, spiritually and physically prepared for tasks and jobs
16. Ethics & Values

Unacceptable - does not perform work/ministry in an ethical manner reflecting the Interfaith Committee on Canadian Military Chaplaincy's
(ICCMC) Code of Ethics for Chaplains and CAF's ethical values
making decisions
- does not perform regular assessments of the workplace nor takes steps to ensure subordinates’ work is performed in an ethical
manner
Needs Improvement - inconsistent in performing work/ministry in an ethical manner reflecting the ICCMC's Code of Ethics for Chaplains and CAF's
ethical values
making decisions
- seldom performs assessments of the workplace nor takes steps to ensure subordinates’ work is performed in an ethical manner
Developing - learning to perform work/ministry in an ethical manner reflecting the ICCMC's Code of Ethics for Chaplains and CAF's ethical
values
- learning to consider different ethical approaches (rules, consequences, care for others, values) when making decisions
- learning to accept being accountable for the ethical factors of actions
- learning to make regular assessment of the workplace nor takes steps to ensure subordinates’ work is performed in an ethical
manner
Skilled - performs work/ministry in an ethical manner reflecting the ICCMC's Code of Ethics for Chaplains and CAF's ethical values
decisions
Exceeded Standard - performs work/ministry in an ethical manner reflecting the ICCMC's Code of Ethics for Chaplains and CAF's ethical values
- demonstrates an excellent understanding of different ethical approaches (rules, consequences, care for others, values) when
making decisions
- readily accepts accountability for the ethical factors of actions
- frequently promotes an ethical climate by ensuring expectations on ethics are known to subordinates, by providing feedback on
- consistently performs assessments of the workplace, takes steps to ensure subordinates' work is performed in an ethical
manner, and deals with non-compliance by determining reasons and taking remedial action
Mastered - acts as a role model for ethics by performing work/ministry in an ethical manner
making decisions
on behaviours and activities, and by providing opportunities for ethical growth
- consistently provides a healthy voice environment by creating dialogue opportunities, by making provision for anonymity and
confidentiality, and by fostering a reprisal free environment
developing/communicating/implementing action plans to deal with ethical risks taking steps to ensure subordinates' work is
performed in an ethical manner, deals with non-compliance by determining reasons and taking remedial action
- embodies the CAF's ethical values as well as the ICCMC's Code of Ethics for Chaplains and encourages them in others
8A04. Commander / Lieutenant-Colonel

1. Supervising
- consistently fails to use appropriate supervisory style or method
- unable to generate policy
- gives vague or ill-conceived direction
- unable or unwilling to apply military law to complex disciplinary situations
- unable or unwilling to act as Commanding Officer under military law
Needs Improvement - has little knowledge of subordinates
- sometimes neglects their well-being sometimes uses inappropriate supervisory style or method
- generates policy with difficulty
- reluctant to give direction
- limited awareness of the application of military law to complex disciplinary situations
- reluctant to act in Commanding Officer role under military law
- building repertoire of supervisory styles and techniques
- learning to create policy at higher levels
- enforces direction
- increasing awareness of application of military law to complex disciplinary situations
- building ability in Commanding Officer role under military law
- adjusts supervisory style to job, situation, or individuals - skillfully formulates general policy
- closely monitors standards
- effectively applies military law to complex disciplinary situations
- displays fairness and good judgement in addressing disciplinary matters
- formulates policy and standards, always conscious of impact and implications

- consistently displays fairness and good judgement in addressing disciplinary matters
- comfortable and effective as Commanding Officer under military law
Mastered - knows subordinates extremely well, promotes their well-being
- comfortable and effective in any supervisory role and in any situation
- capably formulates policy (national doctrinal level)
- astute observer, gives clear direction and makes insightful suggestions
- identifies systemic problems and issues that contribute to disciplinary situations
- exceptional ability in Commanding Officer’s disciplinary role

Unacceptable - fails to establish dialogue with appropriate senior Branch Chaplains and Commanders in order to evaluate and develop
subordinate chaplains and chaplain teams
chaplain services
- fails to address subordinates' strengths and weaknesses
- unable or unwilling to create innovative opportunities for development of subordinates, spiritually, personally, professionally
- fails to follow the PDR process
Needs Improvement - reluctant or has difficulty to establish dialogue with appropriate senior Branch Chaplains and Commanders in order to evaluate
and develop subordinate chaplains and chaplain teams
- reluctant or has difficulty to establish dialogue with appropriate authorities in order to evaluate and develop civilian / military staff
assigned to support chaplain services
- reluctant to address subordinates' strengths and weaknesses
- has difficulty creating innovative opportunities for development of subordinates, spiritually, personally, professionally
- inconsistently follows the PDR process
Developing - learning to establish dialogue with appropriate senior Branch Chaplains and Commanders in order to evaluate and develop
subordinate chaplains and chaplain teams
- learning to identify and address subordinates' strengths and weaknesses, mentors and coaches them accordingly
- starting to create innovative opportunities for development of subordinates, spiritually, personally, professionally
- learning to follow the PDR process and provide useful guidance to subordinates and conducts regular PDR interviews
Skilled - establishes dialogue with appropriate senior Branch Chaplains and Commanders in order to evaluate and develop subordinate
chaplains and chaplain teams
chaplain services
- assesses subordinates' strengths and weaknesses, mentors and coaches them accordingly
- promotes the effective use of the PDR process within area of responsibility and provides useful guidance to subordinates and
Exceeded Standard - establishes dialogue with appropriate senior Branch Chaplains and Commanders in order to evaluate and develop subordinate
chaplain services
- very good coach and mentor who assesses strengths and weaknesses of subordinates and subordinate groups
- ensures the PDR process is followed within area of responsibility and provides useful guidance to subordinates and conducts
regular PDR interviews
Mastered - establishes dialogue with appropriate senior Branch Chaplains and Commanders in order to evaluate and develop subordinate
chaplain services
- excellent coach and mentor who always takes the time to meet with subordinates to encourage them and advise them on their
performance
- effectively oversees the PDR process is followed within area of responsibility and provides useful guidance to subordinates and
3. Team Building
Unacceptable - unable or unwilling to direct the efforts of teams
- neglects to motivate team leaders
- fails to achieve results or maintain group morale
Needs Improvement - has difficulty directing the efforts of teams to achieve mission
- inconsistent motivator of team leaders
- sometimes does not achieve results or maintain group morale
Developing - directs the efforts of teams to achieve mission
- increasingly effective motivator of team leaders
- achieves results and maintains group morale
Skilled - steers and coordinates teams to achieve mission
- achieves good results and maintains good group morale
Exceeded Standard - sustains balanced, highly effective teams
- deftly and subtly motivates team leaders and teams to excel
- consistently achieves high results and maintains high group morale
Mastered - creates and sustains balanced, highly effective teams
- role model for team leaders
- always achieves excellent results and maintains excellent morale
4. Leading Change
Unacceptable - unable or unwilling to identify opportunities for change
- unable to initiate or sustain change
- deficient ability to initiate and sustain change
- adept at initiating and sustaining change process
- gaining an awareness of the resistance during the change process
Skilled - skillfully identifies opportunities for change
- fully aware of resistance during change process
Exceeded Standard - consistently identifies opportunities for change
- proficiently monitors and validates change to ensure aims are fully met
- minimizes resistance during change process
Mastered - comprehensive understanding of change management
- judiciously applies understanding to fully achieve organizational goals and to reduce resistance during change process

- sometimes fails to promote respect for faith group diversity
- Normally promotes respect for faith group diversity
Skilled - consistently promotes respect for the dignity of others
- consistently promotes sensitivity to inter-personal differences
- consistently promotes respect for faith group diversity
Exceeded Standard - actively promotes diversity
- actively strives to promote sensitivity to inter-personal differences
- actively promotes respect for faith group diversity
Mastered - seeks opportunities to promote diversity
- seeks opportunities to promote faith group diversity
6. Problem-Solving
- reluctant to address problems and generate solutions
- plans reflect thoroughness, imagination and creativity
7. Decision-Making
- unaware of risk
- learning to select suitable courses of action and acts appropriately

- carefully selects correct course of action
- expertly transforms decision into action while considering efforts of subordinates

Unacceptable - ineffective under intense or adverse conditionsan ineffective sign / source of calmness and hope under intense or adverse
pastoral circumstances
circumstances
Needs Improvement - occasionally becomes ineffective and loses control when placed in adverse or intense situationsAn inconsistent sign / source of
calmness and hope under intense or adverse pastoral circumstances
circumstances
circumstances
circumstances
9. Initiative
Skilled - consistently makes suggestions and takes action without direction

Unacceptable - unable to speak effectively and make professional presentations
- poor listening skills and unable to interview or counsel effectively
- presentations some-times lack coherence, persuasiveness, or impact
- sometimes demonstrates ineffective listening, interviewing and/or counselling skills
Developing - learning to develop professional speaking and presentation skills
- learning to be persuasive and coherent
- learning active listening skills, interviewing and counselling techniques
Skilled - speaks effectively without preparation
- persuasive, coherent and answers difficult questions with ease.
- effective active listening skills and good interviewing and counselling techniques
Exceeded Standard - highly persuasive and very effective speaker in various formal and informal setting
- proficient inter-viewer and counsellor
- always listens actively and carefully, and is an excellent interviewer and counsellor

Unacceptable - unable or unwilling to prepare professional articles, papers and staff work
- unable to review complex or unfamiliar material
- unable or unwilling to review the work of others
Needs Improvement - deficient ability to prepare professional articles, papers and staff work
- deficient ability to review complex or unfamiliar material
- deficient ability to review the work of others
Developing - learning to research and prepare professional articles, papers and staff work
- learning to review complex or unfamiliar material
- reviews the work of others and makes suggestions
Skilled - researches and prepares professional articles, papers and staff work
- capable of reviewing complex or unfamiliar material
- reviews the work of others and makes astute suggestions
Exceeded Standard - effectively researches and prepares professional articles, papers and staff work
- effectively reviews complex or unfamiliar material
- reviews the work of others and makes constructive suggestions
Mastered - expertly researches and prepares professional articles, papers and staff work
- expertly reviews complex or unfamiliar material
- reviews the work of others and makes excellent suggestions

- fails or is unwilling to acquire skills to function effectively as an operational / strategic level chaplain
- lacks or is not sufficiently acquiring knowledge and skills to function effectively as an operational / strategic level chaplain
- actively acquiring knowledge and skills and applying them to jobs and tasks as an operational / strategic level chaplain
Skilled - has all necessary knowledge and skills as an operational / strategic level chaplain
- capably and successfully applies them to jobs and tasks

Unacceptable - fails to exercise sound stewardship over public and non-public financial and material resources in accordance with Branch and
DND policies
- has difficulty to prepare the Chaplain Services business plan in accordance with local directives
- has difficulty to exercise sound stewardship over financial resources assigned to the Chaplain Services budget
- has difficulty in applying administrative knowledge and obtaining or understanding advice from specialists
Needs Improvement - has difficulty to exercise sound stewardship over public and non-public financial and material resources in accordance with
- learning to prepare the Chaplain Services business planning in accordance with local directives
- learning to exercise sound stewardship over financial resources assigned to the Chaplain Services budget
- inconsistently applies administrative knowledge and obtains or understands advice from specialists
Developing - learning to exercise sound stewardship over public and non-public financial and material resources in accordance with Branch
and DND policies
- prepare the Chaplain Services business planning in accordance with local directives
- inconsistently exercises sound stewardship over financial resources assigned to the Chaplain Services budget allocating and
tracking sufficient and adequate resources to subordinates
- applies administrative knowledge and obtains advice from specialists
Skilled - exercises sound stewardship over public and non-public financial and material resources in accordance with Branch and DND
policies
- prepares the Chaplain Services business planning in accordance with local directives, making sound and timely
recommendations
- exercises sound stewardship over financial resources assigned to the Chaplain Services budget allocating and tracking
sufficient and adequate resources to subordinates
Exceeded Standard - skilfully exercises sound stewardship over public and non-public financial and material resources in accordance with Branch
and DND policies
- prepares the Chaplain Services business planning in accordance with local directives making sound and timely
recommendations and forecasts future needs
tracking sufficient and adequate resources to subordinates and making swift adjustments as required
- creatively applies administrative knowledge, experience and financial management practices
Mastered - very effectively exercises sound stewardship over public and non-public financial and material resources in accordance with
- prepares the Chaplain Services business planning process in accordance with local directives making sound and timely
recommendations, forecasting administrative requirements, anticipating problems and establishing resources for strategic
development
tracking sufficient and adequate resources to subordinates and making swift adjustments as required while promoting economy
and efficiency
- very effectively applies administrative knowledge, experience and financial management practices
- conceptualizes resource management and control issues taking or making administrative recommendations based on sound
knowledge and advice
14. Accountability
Unacceptable - unwilling to acknowledge own mistakes and/or errors of judgement or to accept responsibility for poor personal and/or team
performance
Needs Improvement - reluctant to acknowledge own mistakes and/or errors of judgement or to accept responsibility for poor personal and/or team
performance
Developing - learning to acknowledge own mistakes and/or errors of judgement and to accept responsibility for poor personal and/or team
performance
- inconsistently accepts responsibility for personal and/or team's decisions and actions
Skilled - admits own mistakes and accepts responsibility for poor personal and/or team performance
- accepts and understands areas of responsibility and enables the team to do likewise
Exceeded Standard - fully acknowledges own mistakes and team's deficiencies and takes corrective action
- consistently accountable for and supportive of team mission, goals and decisions
Mastered - shows moral courage by acknowledging personal weaknesses and supporting others in acknowledging and overcoming their
deficiencies
- cultivates confidence by loyally supporting and being accountable for team decisions and actions
alternatives
15. Reliability
- negligent in being professionally, spiritually and physically prepared.
- is professionally, spiritually and physically well prepared for tasks and jobs
16. Ethics & Values

Unacceptable - does not perform work/ministry in an ethical manner reflecting the Interfaith Committee on Canadian Military Chaplaincy's
(ICCMC) Code of Ethics for Chaplains and the CAF's ethical values
making decisions
- does not perform regular assessments of the workplace nor takes steps to ensure subordinates' work is performed in an ethical
manner
Needs Improvement - inconsistent in performing work/ministry in an ethical manner reflecting the ICCMC's Code of Ethics for Chaplains and the
CAF's ethical values
making decisions
- seldom performs assessments of the workplace or takes steps to ensure subordinates' work is performed in an ethical manner
Developing - learning to perform work/ministry in an ethical manner reflecting the ICCMC's Code of Ethics for Chaplains and the CAF's
ethical values
- learning to consider different ethical approaches (rules, consequences, care for others, values) when making decisions
- learning to accept being accountable for the ethical factors of actions

- occasionally provides subordinates with opportunities to discuss ethical risks and concerns learning to make regular
assessment of the workplace and takes steps to ensure subordinates' work is performed in an ethical manner
Skilled - performs work/ministry in an ethical manner reflecting the ICCMC's Code of Ethics for Chaplains and the CAF's ethical values
decisions
Exceeded Standard - performs work/ministry in an ethical manner reflecting the ICCMC's Code of Ethics for Chaplains and the CAF's ethical values
- demonstrates an excellent understanding of different ethical approaches (rules, consequences, care for others, values) when
making decisions
- readily accepts accountability for the ethical factors of actions
- frequently promotes an ethical climate by ensuring expectations on ethics are known to subordinates, by providing feedback on
- consistently performs assessments of the workplace, takes steps to ensure subordinates' work is performed in an ethical
manner, and deals with non-compliance by determining reasons and taking remedial action
Mastered - acts as a role model for ethics by performing work/ministry in an ethical manner
making decisions
on behaviours and activities, and providing opportunities for ethical growth
- consistently provides a healthy environment by creating dialogue opportunities, by making provision for anonymity and
confidentiality, and by fostering a reprisal free environment
developing/communicating/implementing action plans to deal with ethical risks taking steps to ensure subordinates' work is
performed in an ethical manner, deals with non-compliance by determining reasons and taking remedial action
- embodies the CAF's ethical values as well as the ICCMC's Code of Ethics for Chaplains and encourages them in others
8B01. Leadership
1. Supervising chaplains must be prepared to assume a greater role in developing subordinates, and through counselling and assistance, help them
achieve their personal goals.
2. With increasing rank, it becomes necessary to employ a wider variety of leadership styles and to become more competent at applying these leadership
techniques in diverse settings. Consider appropriateness of leadership styles to situations, tasks, and individuals.
3. Emphasize leadership capabilities demonstrated in working with superiors, peers and subordinates.
1. Leadership.
LOW With respect to next rank, the rated chaplain is:
- Incapable of producing expected results through his/her leadership styles
- Ineffective at developing subordinates
- Resists, avoids or is unreceptive to change and/or negatively or inconsistently communicates change objectives to peers /
subordinates
- Visibly lacks stamina, confidence and strength in Leadership roles.
- Hesitates to act without direction
- Ineffectively delegates, monitors and maintains control.

NORMAL With respect to next rank, the rated chaplain is:
- Capable of producing expected results through his/her leadership styles
- Effective at developing subordinates
- Receptive to change and seeks to communicates change objectives to peers and /or subordinates
- Consistently displays leadership traits appropriate to the situation.
- Makes suggestions and takes appropriate action without waiting for direction
- Effectively delegates, monitors and maintains control.

ABOVE AVERAGE With respect to next rank, the rated chaplain is:
- Very effective in terms of leadership results and appropriate application of leadership styles
- Very effective in developing subordinates
- Very receptive to change and helps others to adapt
- Faces problems with confidence and assurance, and takes charge without direction.
- Makes insightful and / or creative suggestions
-Skilfully delegates, monitors and maintains control.

OUTSTANDING With respect to next rank, the rated chaplain is:
- Highly effective in terms of leadership results and adept at application of leadership styles
- Highly effective in developing subordinates
- Highly receptive to change and helps others understand and participate in change process
- Projects absolute self-confidence, credibility, and enthusiasm. A consistent self-starter
- Makes highly valuable creative suggestions without being prompted.
-Expertly delegates, monitors and maintains control
8B02. Professional Development
1. Consider evidence that the individual is attempting to enhance knowledge or skills through self-study initiatives and military and/or civilian courses and
are completing professional development requirements for their respective rank levels, example; OPMEs for Lt(N)/Capt.
2. In addition, the chaplain accepts tasking that will prepare him/her for the responsibilities of the next rank.
3. Emphasize effort to identify and address personal strengths and weaknesses and to develop professional knowledge in light of expectations at the next
rank.
2. Professional Development
LOW With respect to preparing for duties of the next rank, the rated chaplain:
- Is hesitant to pursue formal/ informal opportunities for self-development
- Does not fully apply oneself when given the opportunity
- Achieved marginal results on professional development initiatives and opportunities
- Displays a lack of eagerness to learn.
- Shows a lack of concern for professional self improvement .
- Demonstrated low threshold of professional knowledge.

NORMAL With respect to preparing for duties of the next rank, the rated chaplain:
- Pursues formal and informal opportunities for self-development
- Demonstrates reasonable effort when provided with developmental opportunities
- Achieved acceptable results on professional development initiatives and opportunities
- Derives benefit from all learning situations.
- Recognizes own professional development needs and pursues opportunities for personal growth and development.
ABOVE AVERAGE With respect to preparing for duties of the next rank, the rated chaplain:
- Committed to pursuing formal and informal opportunities for self-development
- Exerts concerted effort when provided with developmental opportunities
- Achieved very good results on professional development initiatives and opportunities
- Displays eagerness, capacity and willingness to learn.
- Constantly seeks to broaden personal professional horizons.
- Utilizes all available resources to achieve growth for self and others.
OUTSTANDING With respect to preparing for duties of the next rank, the rated chaplain:
- Has enthusiasm for pursuing formal and informal opportunities for self-development
- Exerts tremendous effort when provided with developmental opportunities
- Achieved excellent results on professional development initiatives and opportunities
- Derives optimum benefit from all learning situations & seeks application.
- Strives to grow professionally through continuous learning.
- Inspires peers and subordinates to achieve their fullest potential.
8B03. Communication Skills
1. Realize that, as chaplains progress in rank, they will be required to handle increasingly complex writing tasks and more frequently encounter situations
where they must employ the full extent of their verbal abilities.
2. Emphasize verbal and written abilities equally, as they are important at every level of leadership. Efforts to improve reading, writing, listening, and
speaking skills are important determinants of communication potential.
3. Consider other indicators such as:
1. clarity and accuracy of verbal and written communications;
2. willingness to read, and reading comprehension;
3. attentiveness when listening to others or receiving instructions; and
4. interpretation and reaction to verbal and written instructions.
3. Communication Skills
LOW With respect to the next rank, the rated chaplain:
- Has limited capability of meeting ecclesiastical and/or military communication demands (either written or verbal).
- Displays a lack of expected and requisite communication skills at present rank level.
- Has selective listening.
- Has difficulty understanding written or oral instructions.
- Has difficulty with the development of original, coherent and logical written or oral submissions.
NORMAL With respect to the next rank, the rated chaplain:
- Is capable of meeting both ecclesiastical and military written and verbal communication demands.
- Communicates clearly, concisely, and in a style appropriate to the situation.
- Demonstrates good judgment in selecting the proper method of communication.
- Actively listens.
- Easily understands written or oral instructions.

ABOVE AVERAGE With respect to the next rank, the rated chaplain:
- Is proficient in all ecclesiastical and military verbal and written skills.
- Communicates openly and effectively.
- Initiates and maintains two-way communications.
- Encourages open communication to achieve mutual understanding.
- Is highly articulate.
Speaks with a positive tone.
- Promotes the stimulation and interchange of ideas.
- Is an attentive listener.
- Comprehends complex written and spoken material

OUTSTANDING With respect to the next rank, the rated chaplain:
- Is extremely effective at communicating verbally and in written format.
- Excels in all methods of verbal and written communications.
- Demonstrates exemplary poise, context and confidence regardless of the target audience.
- Communicates unpopular decisions in a highly credible fashion.
- Prepares persuasive group presentations.
- Excels in converting complex information into a simple and readable form.
8B04. Organization & Administration
1. Emphasize the potential to deal with increasing amounts of information from various sources, solve problems of increasing complexity, develop
innovative solutions, and select and implement the best course of action.
2. Emphasize administrative conscientiousness and willingness to develop knowledge of administration and logistical systems.
3. Consider accuracy, timeliness, and thoroughness of administrative activities and resource management. Willingness to research and seek advice
assumes greater importance at higher ranks.
4. Organization and Administration

LOW With respect to next rank, the rated chaplain:
- Is unwilling to learn and apply administrative and logistical knowledge & skills
- Is unable to identify goals and objectives, and/or assign priorities and plan, and/or to select and implement appropriate courses
of action
- Is incapable of devising solutions for increasingly complex problems
- Has difficulties meeting deadlines and requires significant supervisory input and specific direction throughout any planning
exercise.
- Has difficulty managing 2 or 3 concurrent tasks.

NORMAL With respect to next rank, the rated chaplain:
- Is motivated and capable of applying administrative and logistical skills and knowledge
- Identifies goals and objectives, assigns priorities and plans, selects and implements appropriate courses of action.
- Is capable of devising workable solutions for increasingly complex problems
- Translates planning into reality.
- Effectively identifies problem areas without direction, and can manage easily concurrent tasks.
ABOVE AVERAGE With respect to next rank, the rated chaplain:
- Is very motivated and capable of applying logistical and administrative knowledge & skills
- Identifies sound goals and clear objectives, assigning priorities, effective plans, selecting and implementing the most
appropriate courses of action
- Develops and implements very workable solutions for increasingly complex problems
- Exceeds standards for all responsibilities Consistently defines problem areas and determines appropriate solutions without
direction.
OUTSTANDING With respect to next rank, the rated chaplain:
- Is highly motivated and capable of applying logistical and administrative skills and knowledge
- Swiftly and effectively identifies sound goals and clear objectives, assigns priorities and plans, and selects and implements
most appropriate courses of action
- Develops innovative and extremely viable solutions for increasingly complex problems.
-Adeptly anticipates and addresses problem areas.
Consistently excels at attaining positive results.
- Organizational abilities are of exemplary quality.
8B05. Team Ministry
1. Realize that the ability to handle challenges, balance increasing workload, and tolerate higher degrees of difficulty and complexity become more
important with increasing rank, as does the importance of working effectively and collaboratively in all circumstances within varied and multiple team
settings.
2. Consider all aspects of teamwork in training, pastoral, ecclesiastical and military operational settings.
3. It is also essential that, with increasing rank and responsibility, senior chaplains be capable at building, developing and sustaining teamwork amongst
their subordinates, and with their peers and superiors.
5. Team Ministry
(PER PF 5 Administration dot is to be used to reflect rating scales below for Cdr/LCol)
LOW With respect to next rank, the rated chaplain is:
- Ineffective at, or averse to, working collaboratively or promoting teamwork within ecumenical, interfaith and military team
settings.
- Disinclined to demonstrate loyalty, support and pastoral concern for superiors, peers, and /or subordinates.
- Excessively critical or unsupportive of others.
- Lacks or fails to demonstrate some of the chaplain and /or officer skills required to function effectively within a team setting at
the current rank level.
NORMAL With respect to next rank, the rated chaplain is:
- Effective at, and understands the importance of, working collaboratively and of promoting harmony and teamwork within
ecumenical, interfaith and military team settings.
- Demonstrates loyalty, support and pastoral concern for superiors, peers and subordinates.
- Displays an ability to encourage others.
- Has necessary chaplain and officer skills to function effectively within a team setting at current rank level.
ABOVE AVERAGE With respect to next rank, the rated chaplain is:
- Motivated team player and leader who unselfishly contributes to forming, building, and coaching cohesive teams.
- Consistently demonstrates loyalty, support and pastoral concern for superiors, peers and subordinates.
- Energizes team efforts toward common goals.
- Has necessary skills to function highly effectively within a team setting at current rank level, and
- Is acquiring and developing the skills needed to function at the next rank level.
OUTSTANDING With respect to next rank, the rated chaplain is:
- Inspiring and highly respected team chaplain and leader who promotes stimulating and highly effective group environments.
- Has enthusiasm for demonstrating loyalty, support and pastoral concern for superiors, peers and / or subordinates
- Reconciles individual and team differences and
inspires maximum team performance.
- Has necessary chaplain and officer skills to function effectively in a team setting at the next rank level.
8B06. Integrity of Vocation
1. With increasing rank and responsibility it is essential that a chaplain conduct his/her ministry with the utmost integrity, both as a spiritual leader, and as a
commissioned officer
2. Emphasize the chaplain's dedication toward service in the Branch and in the CAF. Consider whether the individual gives the CAF high priority in relation
to self-interests, and the amount, and frequency, of extra effort expended by him/her on behalf of the CAF or the Branch.
3. Recognize and reward the ability to balance organizational needs with own needs. Also, the chaplain's willingness to seek and accept additional
responsibility assumes greater importance with increasing rank.
6. Integrity of Vocation
(PER PF 6 Dedication dot is to be used to reflect rating scales below for Cdr/LCol)
LOW With respect to next rank, the rated chaplain:
- Is hesitant to put forth additional effort or assume extra responsibility.
- Typically places personal needs or concerns ahead of needs of peers, team and/or subordinates.
- Fails to properly respect the physical, emotional, and confidentiality boundaries of professional and/or pastoral relationships
- Does not respect and adhere to their faith group and/or denominational traditions, rites and practices.
- Fails to properly support Branch, ecclesiastical, and CAF policy, and/or team mission, goals and decisions
- Fails to properly respect traditions and practices of those with whom he/she shares ministry, and/or those to whom he/she
ministers.
NORMAL With respect to next rank, the rated chaplain:
- Is willing to put forth added effort or assume extra responsibility.
- Balances own needs with organizational, team, peer and/or subordinate needs.
- Ethically sound.
- Respects and adheres to their faith group and/or denominational traditions, rites and practices.
- Respects physical, emotional, and confidentiality boundaries of professional and/or pastoral relationships and encourages
human and spiritual growth, as an individual, and amongst peers, subordinates, and clients, regardless of faith tradition.
- Consistently supports Branch, ecclesiastical and CAF policy, and team mission, goals and decisions.
ABOVE AVERAGE With respect to next rank, the rated chaplain:
- Frequently puts forth added effort and actively seeks extra responsibility
- Effectively balances own needs with organizational, team, peer and/or subordinate needs.
- Respects and adheres to their faith group and/or denominational traditions, rites and practices, actively participating in their
wider faith community.
- Demonstrates high level of integrity and actively integrates ethical behaviour principles into work and daily routines
- Fully respects all boundaries of professional and/or pastoral relationships and promotes human and spiritual growth for all,
regardless of faith tradition.
- Fully supports Branch, ecclesiastical and CAF policy, and team mission, goals and decisions
OUTSTANDING With respect to next rank, the rated chaplain:
- Always expends additional effort and uses full initiative to further team goals
- Skilfully balances organizational, team, peer and/or subordinate needs with own needs.
- Respects and adheres to their faith group and/or denominational traditions, rites and practices actively participating and willingly
assuming responsibilities within their wider faith community.
- Demonstrates flawless integrity as spiritual leader and commissioned officer
- Fully respects all boundaries of all professional and/or pastoral relationships and models and promotes human and spiritual
growth for all, regardless of faith tradition.
- Displays highest degree of support for the team mission, and dedication to the Branch and the CAF, through exemplary ethical
conduct.
8C01. Chaplain Evaluation Reporting Timelines

Due date OPI Remarks
28 Feb Reporting Chaplain By due date:
Section 1, 2, 3, and section 4.a draft scores and narratives

completed. Section 5 suggested remarks and scores
completed. Sections 4.a and 4.b discussed with Unit CO.
Electronic copies are sent to the Reviewing Chaplain.
15 Mar Reviewing Chaplain By due date:
Sections 1 to 4 are reviewed and corrected as required. Section

5 scores, narratives, and rankings all completed. Where
required, suggested remarks for section 6 completed.
Electronic copies are sent to the appropriate Command
Chaplain.
31 Mar Command By due date:

Chaplains
Command Chaplains review all sections of the Annual CERs,
and make corrections as required. Electronic copies are sent to
the appropriate Director.
15 Apr DChapOps By due date:
DChapOps ensures a Director level review of all Annual CERs

is completed, that revisions and corrections are made as
necessary, and that electronic copies of all Annual CERs are
submitted to the Chaplain General’s Administrative Assistant
for staffing.
30 Apr Chaplain General By due date:
Chaplain General’s Administrative Assistant ensures all

completed Annual CERs are printed and (as required) reviewed
and signed by the Chaplain General. Finalized copies of all
Annual CERs are then returned to Reviewing Chaplains for
processing..
15 May Reviewing Chaplain By due date:
Reviewing Chaplains have signed section 5 and returned

finalized Annual CERs to the Reporting Chaplains for
processing.
31 May Reporting Chaplain By due date:
Reporting Chaplains will have signed section 4.a, ensured

section 4.b is signed by the Unit CO, and completed an Annual
CER interview with the evaluated chaplain, who is required to
sign section 8, signifying that he/she has read and understood
the assessment. The evaluated chaplain will be provided with a
copy of the completed original signed version of the Annual
CER. The original version of the Annual CER shall be
submitted by the Reporting Chaplain no later than 1 June to:
101 Colonel By Dr
Ottawa ON K1A 0K2

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Using CFPAS - Foreword Page 1 of 131

102. Key Terms

1. The following terms are used to describe key CFPAS concepts:

103. The Personnel Development Review (PDR)

1. The PDR is a two step process:

104. The Personnel Evaluation Report (PER)

b. further Terms of Service;

c. some postings and special appointments;

e. occupational transfer (OT);

f. administrative review (AR);

g. honours and awards; and

a. S1/Cpl to CPO2/MWO and Lt(N)/Capt to Cdr/LCol – Chapter 5;

b. CPO1/ CWO – Chapter 6;

c. CAF Senior Officers – Chapter 7; and

105. Responsibility of Commanding Officers

i. a Maj/LCdr or above or civilian equivalents for PERs of CPO1/CWO and below;

g. ensure all Annual PERs/PERXs are completed and submitted by 1 June;

106. Levels of Review

107. Due Dates

108. Rank Changes – Promotion, Reversion, and Relinquishment

109. Acting Rank

a. Basic Training List (BTL) (see section 111);

b. absent without authority;

e. Advanced Training List (ATL) (see section 111 and 115);

g. Subsidized University Training List (SUTL) (see section 111).

111. Attendance on Courses and at University

112. Component Transfer (CT)

a. Annual PER can be rendered;

i. on any number of days of observation as the CO sees fit;

116. CAF TG and Retained Personnel

c. when a person poste to CAF TG is subsequently released, refer to Section 113.

117. Reporting of Other Factors On PERs

1. The reporting of other factors in the PER will be done as follows:

118. PER Exemptions

to save staff effort.

119. Replacement PER

i. explain why the submission of the replacement PER was necessary,

iii. when applicable, attach a copy of the implementation letter.

a. no signatures are missing;

b. applicable cover letter requirements are adhered to;

c. Dept ID is the same Dept ID as on the original PER;

e. the replacement PER is CFPAS compliant.

119. Replacement PER Sample Letter

120. PER Monitoring

a. PERs are properly completed;

b. each section is signed and dated;

c. the reporting period is valid; and

d. a common standard of reporting is maintained.

121. Dept ID Waiver

122. Fitness Test Ratings

3. The following defines Fitness Test ratings of the PER:

b. exempt. No longer used;

c. med excused. No longer used;

d. fail. No longer used; and

123. Theatre PERs

4. Dept ID. The operational mission Dept ID is to be used.

124. Allied Military Supervisor and/or Reviewing Officer

125. Opt Out / Opt Back In

a. who are close to retirement or release;

c. whose time in rank may be taken to signify that promotion is unlikely.

4. consideration for any honours and recognition.

201. PER Instructions

3. Format. The following rules apply to PERs:

a. Type — 10 pitch characters per inch Arial font shall be used;