APPLICANT GUIDE

Navigating Competency-Based Assessment

November 2024

APPLICANT GUIDE 1
 TABLE OF CONTENTS
Welcome 3 Appendix A: 34 Competencies 9
What is CBA? 4 Category 1: Technical Competence 9
Competencies 4 Category 2: Communication 11
Competency Categories 4 Category 3: Project and Financial Management 12
Competency Rating System 5 Category 4: Team Effectiveness 13
Category 5: Professional Accountability 14
CBA Roles and Responsibilities 6 Category 6: Social, Economic, Environmental
Applicant 6 and Sustainability 15
Validator 6 Category 7: Personal Continuing Professional
Assessor 6 Development 16

Complete the Experience Requirement 7 Appendix B: Competency Rating Guide 17

1. Provide Experience Summary 7 Rating level summary 17
2. Provide Work Examples 7 Rating level descriptions 18
3. Assign Validators 8
4. Conduct Self-Assessment 8

2 PROFESSIONAL ENGINEERS ONTARIO

 WELCOME
This guide explains how to fulfill the experience requirement
of your application for a licence to Professional Engineers
Ontario (PEO). As Ontario’s engineering regulator, we’re
responsible for licensing qualified applicants. Only those we
license can legally take responsibility for engineering work in
In this guide, “applicant” refers to the province. Professional engineers must meet high standards
to effectively serve the public and ensure public safety. To assess
someone who has started the licence the experience of those applying for a licence, we use a
competency-based assessment (CBA) system.
application process and is working to
fulfill the experience requirement. This guide takes you through what you must do to meet the
experience requirement. Please read it thoroughly and follow
each step in the “Complete the Experience Requirement”
section. The guide covers:
• The CBA system and what it includes
• The rating system
• What you must do to complete the CBA process
• What the validators and assessors rating your skills must do
• An explanation of the 34 competencies with indicators of
common tasks identified in engineering practice that could
describe your level of exposure to the competency
• A comprehensive guide to how each score on the rating
scale corresponds to your level of experience with the
competency
• The steps you must follow to complete the experience
requirement

APPLICANT GUIDE 3
WHAT IS CBA?
CBA is a tool for assessing experience. It promotes a fair,
transparent and consistent licensing process. Under the CBA
system, you must demonstrate competence in critical areas by The CBA system includes 34
providing work examples from different situations. This shows
us you have the skills and knowledge to practise engineering
competencies, covering the diverse
safely and effectively. CBA measures competence to determine skills and knowledge professional
if you’ve gained enough knowledge through your work to earn
a licence. engineers need to perform everyday
The information below outlines the CBA system’s features. tasks safely and effectively.
This includes 34 competencies grouped by category and the
competency rating system.

COMPETENCIES
Competency measures the ability to perform a task. The CBA COMPETENCY CATEGORIES
system includes 34 competencies, covering the diverse skills The 34 competencies are grouped and numbered by category.
and knowledge professional engineers need to perform every- They represent areas where professional engineers must
day tasks safely and effectively. You must demonstrate a mini- prove knowledge to obtain a licence. You must demonstrate
mum level of competence in each one with a work example. competence across each category. The seven competency
Engineering work involves technical expertise, communication, categories are:
project management, professional accountability and more. By 1. Technical competence
meeting the minimum standards in all 34 areas, you show us you 2. Communication
are ready to begin professional practice and capable of meeting 3. Project and financial management
our standards for public safety and professional integrity. 4. Team effectiveness
5. Professional accountability
6. Social, economic, environmental and sustainability
Among the 34, six professional standards competencies 7. Personal continuing professional development
address crucial skills for engineering work in the province
and have unique rating criteria. These cover knowledge of Appendix A: 34 Competencies lists all the competencies
regulations, codes and standards, safety awareness and grouped by category. Each category and competency
other professional obligations. Work experience from any description notes a minimum rating requirement and
country showing knowledge of engineering standards used identifies professional standards competencies.
in Canada or the international equivalent can demonstrate
these competencies. For example, an applicant working at
Shell Nigeria may use the same American Petroleum Institute
standards as someone working for Shell Canada.

Professional standards competencies are identified in

Appendix A: 34 Competencies.

4 PROFESSIONAL ENGINEERS ONTARIO

COMPETENCY RATING SYSTEM
Those assessing your experience will use a scale from 0 to 5 Appendix A: 34 Competencies notes the minimum ratings
to rate the level of competence shown by each work example for each competency and competency category.
you provide. You must meet the minimum ratings for each
competency. Additionally, each category requires meeting the Appendix B: The Competency Rating Guide explains how
minimum average. PEO assessors calculate the category rating progressive levels of work experience correspond to a score
average by taking the mean value of their ratings for each com- from 0 to 5 on the rating scale.
petency in the category. Most competencies require a minimum
rating of 1. However, professional standards competencies Meeting the minimum ratings shows you can work without
require a rating of 2 or 3, depending on the specific competency. supervision. This demonstrates you are ready to begin profes-
sional practice, an essential factor in determining your
eligibility for licensure.

COMPETENCY PROFILE AT READY

TO BEGIN PROFESSIONAL PRACTICE

0 1 2 3 4 5

LEARNING PRACTICE

Academic Supervised Beginning Mastery Expertise Leadership

education Experience

APPLICANT GUIDE 5
CBA ROLES AND RESPONSIBILITIES
APPLICANT
You must thoroughly detail your experience by following the For work experience in Canada, the validator must be a
steps in the Complete the Experience Requirement section. registered professional engineer (P.Eng.) in Canada at the time
This will include providing: of validation.
• An experience summary
• A work example for each competency using the situation- For experience outside Canada, the validator should be:
action-outcome framework as described in the Provide • A senior engineering practitioner
Work Examples section of the application process • Licensed in their jurisdiction
• Contact information for your validators so we can ask • Able to provide proof of engineering qualifications upon
them to do their assessment request, including academic, engineering and professional
• Self-ratings for each competency using the rating scale credentials

VALIDATOR Validators and applicants must provide ratings independently

A validator is someone you select to validate and rate your of each other. You may have multiple validators but cannot
work experience. To assess your skills, they should have direct, assign more than one to the same competency.
firsthand knowledge of your work, including supervising and
taking technical responsibility. When assessing competencies ASSESSOR
they have been asked to validate and rate, validators must: PEO assessors determine whether you have the skills to meet
• Confirm the competency has been met the experience requirement. Their ratings alone determine read-
• Verify technical ability, understanding and the application iness for licensure. The ratings you and your validators provide
of engineering principles and theories for each situation are supplementary and assist them with their assessment.
• Confirm the location, breadth and depth of experience
• Score each competency using the rating scale
•P  rovide feedback on the work examples for the competencies
they are rating PEO assessors will:
• Share their engineering qualifications if requested
• Score each competency using
Ideally, a validator is a direct supervisor from the same work-
place as your example. They can also be managers, mentors, the rating scale
clients or colleagues from other workplaces. Even if a validator
did not work with you during the time of the work example,
•R
 eview your submission and the
they should have enough knowledge about your skills to vali- feedback from your validators
date and rate your competence for the example. For example,
a current supervisor who understands your skill level could • Make the final recommendation
objectively validate and rate your work example from a differ-
ent workplace. The closer a validator has worked with you, the on licensure
stronger your application. PEO assessors determine if a validator
is acceptable and consider family members case-by-case.

6 PROFESSIONAL ENGINEERS ONTARIO

 COMPLETE THE EXPERIENCE REQUIREMENT

The process to complete the experience requirement is outlined Refer to Appendix A: 34 Competencies, which explains the 34
below. Before beginning the process and creating a portal competencies in detail. It includes definitions for each compe-
account, please read the guide to ensure you understand tency and indicators of common tasks identified in engineering
CBA and know what is required. Once you’re familiar with the practice that could describe your exposure to the competency.
guide’s contents and have created an account, follow these Use the indicators to select relevant work examples to demon-
steps in the portal. strate competency across all categories. You don’t need to use
every indicator to describe your example; however, include
1. PROVIDE EXPERIENCE SUMMARY relevant ones to help the assessors understand your skills.
You must create an experience summary using the CBA reporting
system. The summary should provide a chronological overview Be specific when providing work examples. Describe your
of your work experience. This includes your duties in each role. contributions using “I,” and use a Situation-Action-Outcome
The summary will help determine if you’ve met the 48-month framework to explain your experience.
minimum experience requirement.
Below is a breakdown of how to structure your examples using
You can count pre-graduation experience toward the 48-month this framework:
requirement. To include pre-graduation experience, note
the following: Situation
Begin by explaining the context of your work example. Briefly
• You can use a maximum of 12 months of pre-graduation describe the background, the project or task and any relevant
experience. details. Focus on the challenges or issues you faced and provide
• The experience must have occurred after completing half enough information to give a clear picture of the environment
of your degree. you worked in.
• You must assign a validator to rate it.
• Include it in your summary by selecting the pre-graduation Action
option. Next, describe the specific actions you took to address the
situation. Explain why and how you carried out your actions,
2. PROVIDE WORK EXAMPLES emphasizing the engineering skills, methods or strategies you
You must provide detailed yet concise work examples, which applied. Be concise and ensure your role is central to the exam-
our assessors will use to evaluate your level of competence. ple. This section is generally the longest and should include a
The character limit for each example encourages you to focus detailed description of your judgments and solutions.
on the addressed competency and allows assessors to evaluate
your skills effectively. You can use the same work example to
meet more than one competency. However, when describing
your examples, tailor them to the specific competency and
category in which you want to show competence. For instance,
work examples submitted to meet competencies in Category
1, Technical Competence, should emphasize your technical
knowledge and skills.

APPLICANT GUIDE 7
Outcome
Finally, explain the result of your actions. Describe the impact
of your work on the project, the team or the company. Where
applicable, quantify the outcomes, for instance, cost savings,
performance improvements, etc., and relate them to the com-
Professional engineers must meet
petency you’re addressing. high standards to serve the public
By following this structure, you can demonstrate your compe- effectively and ensure public safety.
tency through real-world work examples. It shows assessors
you have relevant experience and understand how to apply
your knowledge in practical situations.

3. ASSIGN VALIDATORS
You must assign a validator to rate each of your work examples.
Remember, you may have multiple validators but cannot assign Your experience requirement will be complete after you
more than one to the same competency. Once we notify your provide the information outlined in the steps above and your
validators, you cannot change your experience information. validators have completed their review and submitted their
The validator role is explained in the validator section above. ratings. We will notify you when we receive your validator’s
submission. Maintaining communication with them is vital to
4. CONDUCT SELF-ASSESSMENT ensure they submit their ratings.
We ask you to submit self-ratings for the 34 competencies
to give assessors insight into your perspective on your skills.
Self-ratings allow you to critically evaluate your strengths and
areas for development, giving assessors a clearer picture of For more details on the application process, please visit
how you perceive your competence. our Apply to Become a Professional Engineer web page.

Use the rating scale to rate your competence level from 0 to 5 for
each work example. Appendix B: The Competency Rating Guide
shows how each level of the rating scale aligns with your degree We look forward to supporting you on your path to licensure.
of work experience within specific competency categories.

8 PROFESSIONAL ENGINEERS ONTARIO

 APPENDIX A: 34 COMPETENCIES
This section lists 34 competencies grouped and numbered by category. Each competency is paired with indicators of common
tasks in engineering practice that could describe your level of exposure to the competency. Minimum rating requirements and
professional standards competencies are also noted.

CATEGORY 1: TECHNICAL COMPETENCE

In this category, you must show the ability to integrate safety regulations, technical codes and standards into project design.
Minimum Average: 3

COMPETENCY 1.1
You demonstrate knowledge of the regulations, codes and standards used in Canada or the international
equivalent, including relevant local engineering procedures and practices. This is a professional standards
competency. Minimum Rating: 3

Indicators
1. You identified and complied with legal and regulatory requirements for project activities.
2. You used knowledge of codes and regulations when choosing design materials.
3. You prepared reports gauging project compliance with regulations, codes and standards used in
Canada or the international equivalent.
4. You recognized the need to design for code compliance while ensuring buildability.
5. You identified relevant provincial, territorial, regional and Indigenous codes, standards or practice
guidelines. If the project occurred outside Canada, explain how these applied in your local jurisdiction.
6. You integrated knowledge of provincial, regional, and Indigenous codes, standards, regulations and
practice guidelines into design materials.
7. You recognized the need to respect regional traditions and Indigenous regulations on a project.

COMPETENCY 1.2
You understand the materials, operations, project and design constraints that best fit the purpose and can
address interdisciplinary impacts. Minimum Rating: 1

Indicators
1. You showed knowledge of materials, operations, project and design constraints such as cost, design,
materials, labour, time, budget and production.
2. You showed knowledge of and coordination with other engineering and professional disciplines.

COMPETENCY 1.3
You analyze technical risks and propose solutions to reduce them. Minimum Rating: 1

Indicators
1. You showed knowledge of system protection and damage or hazard mitigation.
2. You identified risk areas, including their causes and impacts.
3. You created plans to manage and reduce risks.
4. You understood the difference between technical risks and public safety issues.

APPLICANT GUIDE 9
COMPETENCY 1.4
You apply engineering knowledge to design solutions. Minimum Rating: 1

Indicators
1. You prepared technical specifications.
2. You used theory and calculations to arrive at solutions.
3. You developed a unique design solution that wasn’t possible with standard methods.

COMPETENCY 1.5
You understand solution methods and can independently verify the results. Minimum Rating: 1

Indicators
1. You understand engineering principles used in the application of computer design programs and can
explain the methods used to verify the results.
2. You independently reviewed and validated solution or analysis methods.

COMPETENCY 1.6
You know the safety regulations, codes, and standards used in Canada or the equivalent international standard.
This is a professional standards competency. Minimum Rating: 3

Indicators
1. You identified, incorporated or participated in reviewing safety considerations, procedures, and equipment
related to system operations and maintenance programs.
2. You reviewed and incorporated safety and system operating procedures.
3. You showed specific knowledge of safety regulations.
4. You included safety considerations in the design and all other professional activities.
5. You understood and addressed associated safety risks.
6. You identified protective equipment and process modifications to manage safety risks.

COMPETENCY 1.7
You understand systems and components of systems. Minimum Rating: 1

Indicators
1. You understood each element in a process.
2. You showed a holistic understanding of the system’s behavioural interactions and limitations.
3. You managed processes in a system, including monitoring and modifying them, to get the best results.

COMPETENCY 1.8
You have been exposed to the stages of a process or project life cycle, from concept and feasibility analysis
through implementation. Minimum Rating: 1

Indicators
You showed an understanding of project concerns and stakeholder roles in different project stages through:
1. Identification: You generated an initial project idea and a preliminary design.
2. Preparation: You developed a detailed design addressing the technical and operational aspects of the project.
3. Appraisal: You analyzed the project from technical, financial, economic, social, institutional and environmental perspectives.
4. Specifications and tender document preparation: You created tender documents, invited and opened tenders,
conducted pre-qualification, evaluated bids and awarded work.
5. Implementation and monitoring: You conducted project activities while monitoring progress and feedback.
6. Evaluation: You conducted periodic project reviews and provided feedback for the next cycle.

10 PROFESSIONAL ENGINEERS ONTARIO

COMPETENCY 1.9
You understand the roles of peer review and quality management. This is a professional standards
competency. Minimum Rating: 3

Indicators
1. You performed checks, including field checks, to confirm design validity.
2. You followed quality management principles such as guidelines on quality management, document authentication,
use of the seal, reviewing work prepared by others, and other policies related to regulatory practice.
3. You developed quality control plans that outline the frequency and test parameters for specific processes or products.
4. You reviewed test results, assessed adequacy and proposed recommended actions.
5. You engaged in peer review.
6. You showed that completed projects, systems or sub-systems met functional and operational objectives.

COMPETENCY 1.10
You can transfer design intentions and information to drawings and design documents. Minimum Rating: 1

Indicators
1. You reviewed the designs of others, communicated findings or issues, and suggested alternatives.
2. You communicated ideas and concepts to fellow project team members.
3. You recognized the value of project completion reports and lessons-learned reports that you or others
could apply to future projects.
4. You created sketches, notes, documentation, and design documents to develop proposals and initial
and final drawings for client approval and regulatory acceptance.

CATEGORY 2: COMMUNICATION
In this category, you must demonstrate the ability to communicate technical and non-technical information to diverse
audiences through reports, presentations and meetings. There are three competencies in this category. Minimum Average: 3

COMPETENCY 2.1
You demonstrate effective verbal communication skills when interacting with team members, clients, contractors
and the public. Minimum Rating: 1

Indicators
1. You communicated clearly.
2. You shared official project data with team members, clients and contractors.
3. You clearly expressed technical and non-technical issues
and ideas to all personnel.
4. You conducted presentations for technical and non-technical groups, including superiors, subordinates,
colleagues, and clients.
5. You presented project parameters to the public.
6. You actively participated and contributed to meetings.

APPLICANT GUIDE 11
COMPETENCY 2.2
You demonstrate effective written communication skills when interacting with team members,
clients, contractors and the public. Minimum Rating: 1

Indicators
1. You tailored communications to the intended audience.
2. You wrote and reviewed technical documents.
3. You wrote clear memos and reports for technical an non-technical personnel.
4. You used drawings and sketches to show key points and concepts.
5. You wrote a report on a technical subject.
6. You wrote a report on field observations.
7. You received training in technical report writing.
8. You showed proficiency in standard office software like Excel, Word and Outlook.

COMPETENCY 2.3
You can review essential documents. This is an a professional standards competency. Minimum Rating: 3

Indicators
1. You reviewed technical documents, understood their implications and summarized key points.

CATEGORY 3: PROJECT AND FINANCIAL MANAGEMENT

In this category, you must demonstrate the ability to manage resources, budgets, schedules and client expectations while
understanding a project’s financial and business aspects and adapting to changes throughout its lifecycle. There are five
competencies in this category. Minimum Average: 2

COMPETENCY 3.1
You understand project management principles. Minimum Rating: 1

Indicators
1. You showed awareness of resource planning, budgeting, change management, scope management,
scheduling and unforeseen issues in managing a project from start to finish.
2. You understood the impacts, benefits and risks of different design solutions on a project.
3. You understood the needs and expectations of both internal and external clients.

COMPETENCY 3.2
You take on progressive responsibility in project planning and execution. Minimum Rating: 1

Indicators
1. You contributed to and followed the development of project management plans.
2. You stayed informed about future improvements, demands and ongoing projects.
3. You took on increasing client interaction and management responsibilities over time.
4. You showed increased engagement in project planning and collaboration in training.
5. You helped manage and adjust project schedules.
6. You stayed aware of how issues related to other fields could impact the project and maintained
communication to address them.

12 PROFESSIONAL ENGINEERS ONTARIO

COMPETENCY 3.3
You adjust expectations based on available resources. Minimum Rating: 1

Indicators
1. You regularly updated and communicated the status of the schedule and budget.
2. You provided market and materials availability assessments for a project.
3. You met deadlines.

COMPETENCY 3.4
You understand the financial aspects of the work. Minimum Rating: 1

Indicators
1. You showed awareness of the project budget during design and construction.
2. You provided technical and financial reports and compared available options.
3. You demonstrated the role of finance in business decisions.
4. You demonstrated principles of budgeting and financing.
5. You demonstrated relevant business processes.
6. You showed an understanding of working with and developing contracts.

COMPETENCY 3.5
You request and respond to feedback. Minimum Rating: 1

Indicators
1. You applied lessons learned after receiving feedback.
2. You demonstrated a willingness to accept comments and criticism.
3. You demonstrated how you responded to feedback.
4. You demonstrated how you responded when the project scope changed.

CATEGORY 4: TEAM EFFECTIVENESS

In this category, you must demonstrate the ability to work with diverse professionals, actively engage in discussions,
and resolve conflicts within a team. There are two competencies in this category. Minimum Average: 3

COMPETENCY 4.1
You collaborate respectfully with others, including those from other disciplines. Minimum Rating: 1

Indicators
1. You showed respect for the responsibilities and expertise of others.
2. You integrated input from other professionals into engineering work.
3. You actively participated in team discussions.

COMPETENCY 4.2
You work to resolve differences. Minimum Rating: 1

Indicators
1. You showed leadership in achieving team goals and resolving conflicts.
2. You facilitated conflict resolution.
3. You received training in conflict resolution.

APPLICANT GUIDE 13
 CATEGORY 5: PROFESSIONAL ACCOUNTABILITY
In this category, you must demonstrate adherence to ethical standards and the ability to fulfill professional obligations,
seek guidance when needed, and understand the responsibilities of self-regulation within engineering practice.
There are six competencies in this category. Minimum Average: 3

COMPETENCY 5.1
You can apply the Code of Ethics principles or its international equivalent standard in the engineering environment.
This is professional standards competency. Minimum Rating: 3

Indicators
1. You complied with the Code of Ethics in your jurisdiction of practice.
2. You upheld professional ethics and met obligations to employers, clients, colleagues and the profession while
complying with corporate directives.
3. You understood the concept of self-governance and the rights and responsibilities granted to professional engineers.
4. You adhered to engineering legislation in your jurisdiction of practice.
5. You used practice guidelines in the context of self-regulation and professional practice.

COMPETENCY 5.2
You are aware of your scope of practice and professional limitations. Minimum Rating: 1

Indicators
1. You requested assistance and integrated feedback.
2. You showed engagement with your supervisor.
3. You asked questions when necessary.

COMPETENCY 5.3
You understand how conflict of interest affects professional practice. Minimum Rating: 1

Indicators
1. You showed an understanding of how conflict of interest affects your practice.

COMPETENCY 5.4
You understand professional accountability. Minimum Rating: 1

Indicators
1. You showed awareness of professional liability in all stages of design, construction and inspection.

COMPETENCY 5.5
You understand the appropriate use of the stamp and seal. Minimum Rating: 1

Indicators
1. You showed awareness and understanding of the appropriate use of the stamp and seal.

COMPETENCY 5.6
You understand your strengths and weaknesses and how they affect your work. Minimum Rating: 1

Indicators
1. You created a self-criticism list and identified ways to address weaknesses.

14 PROFESSIONAL ENGINEERS ONTARIO

 The closer a validator has worked
with you, the stronger your application.

CATEGORY 6: SOCIAL, ECONOMIC, ENVIRONMENTAL AND SUSTAINABILITY

In this category, you must demonstrate consideration of public safety and sustainability in project design while understanding
the broader impact of engineering work on society and the environment. There are five competencies in this category.
Minimum Average: 2

COMPETENCY 6.1
You know the safeguards to protect the public and methods to mitigate adverse impacts. Minimum Rating: 1

Indicators
1. You prepared public safety regulations and advice during project design and implementation.
2.You showed an understanding of the effects of climate change.

COMPETENCY 6.2
You understand the relationship between engineering activity and the public. This is an a professional standards competency.
Minimum Rating: 2

Indicators
1. You recognized the value and benefits of engineering work to the public.
2. You prepared a project public impact report.

COMPETENCY 6.3
You understand the role of regulatory bodies in the practice of engineering. Minimum Rating: 1

Indicators
1. You recognized the need to respect regional traditions or Indigenous regulations on a project.
2. You showed an understanding of the role and regulations of other professions that overlap with engineering.

COMPETENCY 6.4
You understand why sustainability clauses are added to practice guidelines applicable to your discipline. Minimum Rating: 1

Indicators
1. You demonstrated awareness of sustainability clauses added to practice guidelines applicable to your area.

COMPETENCY 6.5
You consider how to apply and promote sustainability principles in engineering work. Minimum Rating: 1

Indicators
1. You included a sustainability analysis in a project description or proposal.
2. You made revisions during project design and implementation and can list them.

APPLICANT GUIDE 15
 CATEGORY 7: PERSONAL CONTINUING PROFESSIONAL DEVELOPMENT
In this category, you must demonstrate the ability to engage in self-directed and formal learning activities, address knowledge
gaps and actively participate in professional communities to stay current in your practice. There are three competencies in
this category. Minimum Average: 3

COMPETENCY 7.1
You demonstrate completion of professional development activities. Minimum Rating: 1

Indicators
1. You participated in community, technical, industry or professional association committees and task forces.
2. You engaged in self-directed and formal professional development activities to learn, stay current in your practice
and report progress to relevant parties.

COMPETENCY 7.2
You are aware of your knowledge gaps and areas requiring development. Minimum Rating: 1

Indicators
1. You performed a gap analysis of your knowledge and skills.
2. You identified areas of weakness requiring additional training.

COMPETENCY 7.3
You have a professional development plan to address knowledge gaps and stay current in your practice. Minimum Rating: 1

Indicators
1. You established a plan to pursue training to remedy gaps in knowledge.
2. You participated in self-directed or formal professional development activities to stay current in your practice.

16 PROFESSIONAL ENGINEERS ONTARIO

 APPENDIX B: COMPETENCY RATING GUIDE
This section shows how each number on the rating scale aligns with an applicant’s degree of experience. The Rating Level Summary
provides an overview of the experience level associated with each rating. The Rating Level Descriptions section shows ratings in
relation to the level of experience within specific competency categories.

RATING LEVEL SUMMARY

Has little or no experience with the competency. The applicant has no exposure to the competence, cannot
independently perform tasks of minimal risk and complexity,
0 Supervision needed = Significant and requires significant, ongoing supervision or intervention
Responsibility and risk = Minimal to ensure safety in their performance.
Work complexity = Minimal

Work experience shows some awareness of the The applicant cannot independently perform tasks of basic
competency. complexity and risk and requires a significant and ongoing level
of supervision or intervention to ensure quality and safety in
1 Supervision needed = Significant their performance.
Responsibility and risk = Minimal
Work complexity = Minimal

Shows awareness of the competency but minimal The applicant demonstrates competence in key areas but requires
practical experience. considerable supervision, guidance and correction to safely and
effectively perform tasks with some complexity and risk.
2 Supervision needed = Considerable
Responsibility and risk = Some
Work complexity = Some

Has moderate experience with the competency The applicant can work mostly independently, demonstrating
while working under supervision. competence in key areas, but may need support to moderately
complex tasks that involve considerable risk safely and effectively.
3 Supervision needed = Some
Responsibility and risk = Considerable
Work complexity = Moderate

Has advanced knowledge of the competency and The applicant requires occasional supervision to ensure quality
conducts complex activities with minimal supervision. and safety while performing considerably complex tasks with
significant risks.
4 Supervision needed = Minimal
Responsibility and risk = Significant
Work complexity = Considerable

Shows ability to carry out competency activities with The applicant can independently perform highly complex,
advanced skills and complexity without supervision. high-risk tasks safely and effectively without supervision.

5 Supervision needed = None

Responsibility and risk = Total
Work complexity = Significant

APPLICANT GUIDE 17
 RATING LEVEL DESCRIPTIONS
CATEGORY 1 2-6 7
• Has little or no exposure to the competency. • Has little or no exposure to the • Has not completed continuing
competency. professional development (CPD).
• Has not completed a gap analysis
0 to determine weak areas.
• Has not developed a plan for future
CPD.

• Receives training in various office, plant, field or • Receives on-the-job training. • Has completed a few CPD activities.
laboratory engineering phases. • At an early, beginner or basic level; • Incomplete gap analysis or weak-
• Assigned tasks may include preparing simple plans, substantial development needed for ness assessment.
designs, plots, calculations or costs of material fol- competency. • No or inadequate CPD plan;
lowing established codes, standards and drawings. • Carries out low-complexity activities. multiple gaps in knowledge not
1 • May carry out routine technical surveys or • Has no supervisory role. sufficiently addressed.
inspections and prepare reports.
• Has no supervisory role.

• Given tasks of limited scope and complexity or • Performs activities of limited scope • Has completed some CPD activities.
works on minor phases of broader projects. and complexity. • Gap analysis is marginal; weak
• Uses standard engineering methods and tech- • Usually relies on predetermined areas not sufficiently assessed.
niques to solve problems. standards and techniques to solve • Has developed a marginal CPD
• Assists senior engineers with technical tasks needing problems. plan, but not all knowledge gaps
calculation accuracy, complete data • Assists senior engineers. are addressed.
2 and adherence to prescribed testing, analysis • Typically considered a continuation
or design. of an engineer’s training and
• May assign and check the work of up to five development.
non-engineering staff. • Marginally skilled; needs training to
• Often considered part of an engineer’s training bring skills to a professional level.
and development.

• Given tasks of moderate scope and complexity • Performs activities of moderate scope • Has completed sufficient CPD.
or during standalone phases of major projects. and complexity. •G  ap analysis adequate; weak areas
• Usually solves problems by combining standard • Provides significant assistance to adequately assessed.
procedures and their modifications or methods senior engineers. • Has developed an adequate CPD
developed in previous assignments. • Usually solves problems by combining plan; knowledge gaps addressed.
• May assign and check the work of up to five standard procedures and their
3 non-engineering staff. modifications or methods developed
• Often considered ready to assume professional in previous assignments.
engineering responsibilities. • Possesses adequate skills in this
competency.
• Often considered ready to assume pro-
fessional engineering responsibilities.

18 PROFESSIONAL ENGINEERS ONTARIO

 RATING LEVEL DESCRIPTIONS
CATEGORY 1 2-6 7
• Conducts tasks requiring general engineering • Carries out and is responsible for • Has completed a significant
knowledge and understands the impact on varied activities. amount of CPD activities.
other fields. • Solves assigned problems by devising • Robust gap analysis; areas of
• Uses a combination of standard procedures and new approaches, applying existing weakness are well-assessed.
new approaches to solve problems. criteria in new ways and drawing con- • Has developed a robust CPD plan;
• Solves assigned problems by devising new clusions from comparable situations. gaps in knowledge are well-
approaches, applying existing criteria in new • Participates in planning to meet addressed.
4 ways and drawing conclusions from comparable objectives.
situations. • May guide junior engineers, technolo-
• Participates in planning to meet objectives. gists and technicians.
• May give technical guidance to junior engineers, • Possesses strong skills in this com-
technologists and technicians. petency; above-average ability is
• Often considered working at a fully qualified apparent.
professional engineering level. • Often considered working at a fully
qualified professional engineering
level.

• Applies extensive engineering knowledge to • Conducts engineering activities of • Shows leadership in CPD activities.
projects, independently plans and coordinates advanced scope and complexity. • Excellent gap analysis: very well
complex tasks. • Independently coordinates complex assessed areas of weakness.
• Solves problems using skill, creativity and profi- tasks. • Has developed a superior CPD plan
ciency by adapting established guidelines, creating • Solves problems using skill, creativity to address all gaps in knowledge
new approaches, applying existing criteria in new and proficiency by adapting and stay current in the field of
ways, and drawing conclusions from comparable established guidelines, creating new practice.
situations. approaches, applying existing criteria • Develops CPD plans with others
• Participates in short- and long-term planning. in new ways, and drawing conclusions and may instruct courses
5 • Makes independent decisions to develop from comparable situations.
practical and cost-effective solutions. • Participates in short- and long-term
• Assigns and outlines work; provides advice on planning.
approaches to more challenging problems. • Makes independent decisions to
develop practical and cost-effective
solutions.
• Has superior skills in this competency;
provides mentorship or supervision.

APPLICANT GUIDE 19