1

C ON T TABETN T S
TABLE OF CONTENTS
1 INTRODUCTION ........................................................................................................................................................... 3
2 DEFINITIONS RELATED TO COMPETENCIES ................................................................................................................. 3
2.1 COMPETENCY .......................................................................................................................................................... 3
2.2 KEY COMPETENCIES ................................................................................................................................................ 3
2.3 SUB-COMPETENCIES ............................................................................................................................................... 4
2.4 SKILL LEVEL .............................................................................................................................................................. 4
2.5 INDICATORS ............................................................................................................................................................ 5
3 GOAL OF THE PROFESSIONAL ADMISSION PROGRAM ................................................................................................ 6
4 PRACTICAL COMPONENT ............................................................................................................................................ 6
5 DIFFERENT TYPES OF PRACTICAL TRAINING ................................................................................................................ 7
6 SUPERVISION OF PRACTICAL TRAINING ...................................................................................................................... 9
6.1 Conditions for being a supervisor ........................................................................................................................... 9
6.2 The supervisor’s role during the practical training period ...................................................................................... 10
6.3 Assessments by supervisors .................................................................................................................................. 11
7 CEP RESPONSIBILITIES ............................................................................................................................................... 11
7.1 REPORTING THE START OF A WORK EXPERIENCE ................................................................................................. 11
7.1.1 Supervisor information .......................................................................................................................................... 11
7.1.2 Work experience information ............................................................................................................................... 12
7.2 PROVIDING INFORMATION ABOUT COMPETENCIES ............................................................................................ 13
7.2.1 Drafting tips ........................................................................................................................................................... 13
7.2.2 Growth ................................................................................................................................................................... 15
7.3 SELF-ASSESSING .................................................................................................................................................... 15
7.4 REPORTING THE END OF A WORK EXPERIENCE .................................................................................................... 15
8 SUPERVISOR CONSENT AND ASSESSMENTS.............................................................................................................. 17
9 THE OIQ’S ASSESSMENT ............................................................................................................................................ 18
10 OTHER EXPERIENCES CONSIDERED ........................................................................................................................... 18
10.1 Internships ............................................................................................................................................................ 18
10.2 Previous work experiences ................................................................................................................................... 19
10.2.1 Special features ..................................................................................................................................................... 20
10.2.2 Preparation tips ..................................................................................................................................................... 20
10.3 Master’s degrees in engineering (with a research profile) and doctorates in engineering .................................. 20
10.4 Additional training and certifications ................................................................................................................... 21
11 APPENDICES .............................................................................................................................................................. 23

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1 INTRODUCTION

In Québec, use of the engineer title is reserved and regulated. Only holders of an engineer’s permit who are
entered on the roll of the Ordre des ingénieurs du Québec (OIQ) may practice engineering in Québec.

The professional admission program is the process that candidates to the engineering profession (CEPs) must
follow to acquire their engineer’s permit. In other words, CEPs must successfully complete the program and
its three components:
• the theoretical component (complete all the hours of online theoretical training and pass the
professional examination);
• the practical component (assess acquired competencies, particularly in the context of engineering
work experiences);
• the language component (meet the requirements of the Charter of the French language).

In the practical component, a competency-based assessment system is used to determine whether CEPs’
engineering work experiences have enabled them to make progress toward and attain the required
professional skill level.

This guide addresses only the practical component, and particularly the assessment of competencies
acquired by CEPs through their engineering work experiences, internships and additional training activities,
as applicable. Its goal is to help CEPs fill out the assessment request on the OIQ's portal, and guide
supervisors in verifying and assessing CEP competencies.

2 DEFINITIONS RELATED TO COMPETENCIES

2.1 COMPETENCY

The term “competency” means an aptitude or ability to accomplish tasks and assume professional roles in
keeping with standards that are expected and recognized by employers and the community in general.

2.2 KEY COMPETENCIES

The competency reference guide for the professional admission program outlines six key competencies. These
essential competencies enable engineers in all disciplines to adopt exemplary professional practices and
ensure public safety.

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The six key competencies are:

1) Have the required technical competencies

2) Communicate effectively
3) Manage projects
4) Work on a team
5) Act professionally
6) Manage your professional development

2.3 SUB-COMPETENCIES

Each key competency has a detailed list of necessary sub-competencies. There are 28 sub-competencies in
total.

The sub-competencies determine what CEPs must demonstrate to attain the required level of expertise in
knowledge and actions.

CEPs must attain the required skill level for each sub-competency to satisfy the OIQ's requirements.

2.4 SKILL LEVEL

The competency assessment scales help determine whether CEPs have attained the required skill level for all
sub-competencies of the six key competencies.

The scales include six skill levels, from 0 to 5. Depending on the key competency, the minimum level required
for each sub-competency is 2 or 3.

The table below defines each level for all competencies.

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 Table 1

2.5 INDICATORS

Indicators are examples of tasks or skills that illustrate the acquisition of a competency.

Table 2 (in the appendix) provides a list of indicators for each sub-competency that CEPs can use as a guide to
show that they have acquired the competencies they need to practice the engineering profession.

The indicators proposed in the table are generally common to all engineering disciplines; the list of indicators
is not exhaustive.

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3 GOAL OF THE PROFESSIONAL ADMISSION PROGRAM

The professional admission program is designed to help CEPs apply their knowledge and develop the
competencies they need to practice the profession in keeping with the values of the profession and the
professional obligations of engineers.

4 PRACTICAL COMPONENT

The practical component of the professional admission program consists of one or more periods of practical
training that add up to a minimum of 24 months in total. This component aims to help CEPs apply the
knowledge they have acquired in their training and acquire the competencies they need to practice
engineering in Québec.

Practical component

Minimum of 24
months
Practical training
AND
period(s) :
• Internship Acquisition of 28
• Work experience sub-
• Training competencies
(that fall under 6 key
competencies)

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5 DIFFERENT TYPES OF PRACTICAL TRAINING

These are the different types of practical training that CEPs can take to acquire the competencies and
complete the 24 months of engineering experience:

• Internships:
→ These engineering internships may be completed after 60 university credits have been earned, but
before the OIQ-qualifying degree has been obtained. Engineering internships that are not
supervised by a university (example: summer jobs) are also considered internships.
→ A maximum of 8 months may be recognized. However, experience acquired during internships
cannot be used to demonstrate the acquisition of competencies.
→ Internship supervisors are not required to meet the conditions specified in section 6.1, unlike
supervisors of other types of practical training.

➢ For more information, please refer to section 10.1.

• Work experience:
→ This refers to any engineering work experience that CEPs have begun to acquire after earning
their OIQ-qualifying degree.
➢ For more information about work experiences already in progress, please refer to
section 7.1.
➢ For more information about previous work experiences, please refer to section 10.2.
→ Work experiences may be recognized in the calculation of months of experience and as
demonstrating the acquisition of competencies.

→ During the integration period into a new position, non-technical skills such as communication
and teamwork are quickly demonstrated. On the other hand, the assessment of technical skills
(including skill elements 1.1 to 1.10), as well as project management and professionalism,
takes place progressively over the course of the candidate's assignments and according to the
level of complexity of the tasks assigned. It is essential that candidates be exposed to a variety
of situations to demonstrate their mastery of the required skills or their progress towards this
goal. This is why these skills are assessed over periods of six months or more, preferably at the
end of the practical component.

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5 DIFFERENT TYPES OF PRACTICAL TRAINING

These are the different types of practical training that CEPs can take to acquire the competencies and
complete the 24 months of engineering experience:

• Master’s degree and doctorate in engineering:

→ A master’s degree in engineering (research or equivalent profile) or a doctorate in engineering
may be recognized in the calculation of months of experience and as demonstrating the
acquisition of competencies. Months of experience will be calculated based on the actual time
spent researching and drafting a dissertation or thesis.
→ For more information, please refer to section 10.3.

• Additional training or certification:

→ These are training activities that qualify candidates to receive an engineering or related
certification once they have been completed. For master’s degrees in engineering (research
or equivalent profile) or doctorates in engineering, please refer to the section above.
→ For more information, please refer to section 10.4.
→ Additional training activities and certifications may be recognized as demonstrating the
acquisition of competencies. However, they are not recognized in the calculation of months of
experience.

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 EXPERIENCE TYPE DURATION COMPETENCIES
(Possibility of accumulating (Possibility of acquiring
months of experience) competencies)

Internship YES (8 months maximum) NO

Work experience YES YES

Master's degree in engineering YES (for the duration of the YES

(research or equivalent profile) research)
Doctorate in engineering YES (for the duration of the YES
research)
Additional training or NO YES
certification

6 SUPERVISION OF PRACTICAL TRAINING

During their practical training, CEPs work under the supervision of an engineer in a workplace that allows them
to develop the competencies they need to practice engineering. This gives CEPs an opportunity to perform
engineering activities according to generally accepted engineering standards and practices and take on
increasing responsibilities in engineering projects.

Their supervisors are engineers. As a general rule, supervisors are the immediate managers of CEPs. However,
if that is not possible, supervisors may also be colleagues, clients, suppliers or other engineers with direct
personal knowledge of the work done by CEPs.

6.1 Conditions for being a supervisor

To be a supervisor, engineers must meet certain conditions.

• Supervisors must have an engineer’s permit that entitles them to practice engineering without
restriction.
In other words, engineers must be entered on the OIQ’s roll or, if they do not practice in Québec, on the
roll of any other regulatory body that supervises the engineering profession in another Canadian province
or country. When engineers practice in a country where there is no regulatory body regulating the
engineering profession, their engineer title must be recognized in the country in question.

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 However, for all acts that are reserved for engineers and performed in Québec, supervisors must either
be full-fledged engineers who are members of the Ordre des ingénieurs du Québec or ensure that their
CEPs act under the direction and responsibility of an engineer who is an OIQ member.

• Supervisors must have practiced engineering for at least three of the last five years in a function
related to the objectives of their CEP’s practical training.

• Supervisors must not have been fined, had their engineer’s permit revoked, been struck off the roll or
suspended, or had their right to practice restricted. Furthermore, they must have not have been required
to complete a course, take refresher training or fulfill any other obligation in the last five years by the
regulatory body that oversees the profession of which they are members.

6.2 The supervisor’s role during the practical training period

Supervisors help CEPs develop competencies during their practical training period. For that purpose,
supervisors:

1) set the objectives of the practical training period with CEPs;

2) make sure that the workplace allows CEPs to reach the objectives set for the period;

3) assist CEPs with workplace integration;

4) make themselves available to CEPs to answer their questions and provide them with advice;

5) behave professionally at all times in accordance with the standards and values of the profession;

6) regularly evaluate the progress made by CEPs toward the objectives of the practical training period and
offer them the necessary feedback to help them advance;

7) make sure that CEPs work under the direction and responsibility of an engineer whenever they engage in an
activity reserved for engineers. When CEPs perform reserved acts under the direction and responsibility of an
engineer who is not their supervisor, their supervisor must consult with the engineer who provided the
direction and responsibility for them;

8) assume responsibility for the professional activities performed by CEPs, except when said activities are
performed under the ICS of another engineer;

9) assess CEPs.

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6.3 Assessments by supervisors

Supervisors who are designated by CEPs to supervise them will receive an e-mail from the OIQ inviting them to
start the assessment process. They will perform their assessments in a specific portal (separate from the OIQ
member portal). All login information will be included in the e-mail.

The steps in the assessment process differ depending on the type of experience submitted by CEPs. Table 3
(see appendix) shows the steps in the assessment process that supervisors must complete, depending on the
type of experience submitted by their CEPs.

7 CEP RESPONSIBILITIES

CEPs must demonstrate that they meet the OIQ's competency requirements by reporting relevant situations
from their practical training (academic internships, work experiences, additional training activities). To do so,
CEPs must demonstrate that they have accumulated a minimum of 24 months of engineering work experience
and that they have attained the skill level required for each of the sub-competencies.

7.1 REPORTING THE START OF A WORK EXPERIENCE

When they begin an engineering work experience, CEPs must report this in the OIQ’s portal by providing
information about their supervisor and the work experience.

7.1.1 Supervisor information

CEPs must choose an engineer to supervise them at work and act as their supervisor. Then, CEPs must click on
the “Add a supervisor” button to enter their supervisor’s name, e-mail address, telephone number, position or
office title and member number, as well as the name of their supervisor’s employer and their professional
connection to their supervisor.

Steps taken by the OIQ: As soon as CEPs report the start of a work experience and name their supervisor, the
OIQ makes sure that the person they have named meets the conditions for acting as a supervisor. (To find out
the conditions for being a supervisor, refer to section 6.1) The period of practical training and the
competencies acquired during that period may not count if their chosen supervisors do not meet the
conditions.

Steps taken by the supervisors (commitment): As soon as the OIQ has confirmed that the named person
meets the conditions for acting as a supervisor, that person receives an e-mail from the OIQ inviting them to
agree to act as a supervisor.
These steps are carried out on the online platform. Supervisors will receive an e-mail with their login
information.
To ensure that work experience is recognized, it is important for supervisors to log in to the platform as soon

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as possible so that they can confirm to the OIQ that they agree to act as supervisors.

7.1.2 Work experience information

After adding their supervisor, CEPs must add their experience by clicking on the “Add experience/training”
button and selecting the type of experience from the dropdown menu. CEPs must select “Work experience”
and then click on the “Create and continue” button.

Afterwards, CEPs must also specify the name of their employer, the country and the city where the experience
is acquired, their position or office title, as well as the date on which the work experience starts.

When CEPs work part time, they must specify this. "Part time” means working less than 35 hours a week. The
work period is calculated on a prorated basis according to the number of part-time hours.

Likewise, CEPs must report a work interruption of more than 30 consecutive days.

CEPs are then asked to briefly describe the context of their work experience as well as their responsibilities at
the company.

Steps taken by the OIQ: As soon as CEPs report the start of a work experience, the OIQ makes sure that the
work experience described by them falls within the field of engineering and is relevant to the competencies
they must acquire.

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7.2 PROVIDING INFORMATION ABOUT COMPETENCIES

After reporting the start of a work experience, and at any time during their experience, CEPs can go to the
“Assessment” section to provide details on the sub- competencies they have acquired. To do so, they must
click on the experience concerned and then on the “Evaluate” button across from the sub- competency they
believe they have acquired.

7.2.1 Drafting tips

For each sub-competency, CEPs must choose the situations in their work experiences that best illustrate their
use of the sub-competency. Table 2 in the appendix has a list of indicators that CEPs can use to guide them.
We recommend paying close attention to this list.

CEPs must be specific when describing the situation so that they demonstrate how it enabled them to acquire
the sub-competency.

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Each situation that they choose must cover the details below.

• Context: This means giving a brief overview of a situation or specific problem that CEPs had to solve.

• Actions: This section is the most important part of describing the experience. CEPs must describe the
actions and steps they took in response to the situation, as well as the technical judgments they made
or the solutions they found.

It is important to give specific examples that best show their acquisition of the sub-competency. The
examples must be specific enough to give the OIQ a clear picture of the nature and complexity of the
work they did, and to understand how their work is related to the sub-competency concerned. For
instance, it is unacceptable to write:
“I am a project manager and I have to be able to communicate clearly to do my job.”
CEPs must provide specific examples of their communication skills (example: “I preside over meetings
with clients, I manage subcontractors, I report to senior management.”)

Using “I” and making a list is recommended. In addition, CEPs are encouraged to exercise good
judgment when determining which details are important.

• Results: CEPs must explain the impacts of their actions, the solutions they proposed and the
judgments they made.

• Self-assessed skill level: This section is where CEPs assess themselves. They must specify the level on
the competency assessment scale that they believe they have attained.

• Canadian environment: It is important to specify whether they acquired each sub-competency in a

Canadian environment. To be considered relevant, the following sub-competencies must be
demonstrated by an engineering work experience acquired in a Canadian environment:

o Regulations, codes and standards (1.1)

o Safety awareness (1.6)
o Peer review and quality control (1.8)
o Sustainable, social, economic and environmental development (1.10)
o Verbal communication (2.1)
o Written communication (2.2)
o Reading and comprehension (2.3)
o Code of ethics (5.1)

Note: It is important to keep in mind that one situation can be used to demonstrate several sub-competencies.
In such a case, the “Context” section will be the same, but the “Actions” and “Results” sections will need to be
different.

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7.2.2 Growth

Throughout their work experience, CEPs are encouraged to become familiar with the competencies and their
indicators to determine which situations (projects and tasks in their engineering experience) best illustrate
their progress toward acquiring the sub-competencies.

It is important to point out that information about competencies can be edited or added as long as CEPs have
not submitted their experience for assessment. If CEPs feel that a new task or project better illustrates their
acquisition of a sub-competency, we recommend that they edit the text they already drafted.

If a sub-competency was not covered in their work experience, CEPs must specify this by checking the "N/A"
button (for “not applicable”). That way, the sub-competency concerned will not be assessed.

7.3 SELF-ASSESSING

Once CEPs have provided all the information about their work experience, they must determine the skill level
they have attained for each sub-competency according to the assessment scale.

The required level is 3. To find out more about the levels, please refer to the table presenting the competency
assessment scale. (Table 1)

For sub-competencies that are not covered by their work experience, CEPs must check the "N/A" button.

7.4 REPORTING THE END OF A WORK EXPERIENCE

CEPs must report the end of a work experience as soon as they:

➢ quit a job;
➢ or change supervisors;
➢ or have completed a minimum of 24 months and feel that they have attained the skill level required
for a sub-competency.

To do so, CEPs must enter an end date for their job and then submit their experience.

To end their job, CEPs must go to the “Experiences acquired” section and click on the “Edit” button across
from the experience.

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To submit their experience, CEPs must go to the “Assessment” section and click on the “Submit experience”
button.

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Their supervisors and the OIQ are notified when CEPs have submitted a work experience.

8 SUPERVISOR CONSENT AND ASSESSMENTS

Supervisors are notified by e-mail when they are requested to assess a practical training period. The e-mail has
a link to the online platform where they must log in.

First, supervisors are asked if they agree to assess the work experience of CEPs. If they agree, the supervisors
are invited to verify the information submitted by their CEPs and make any comment they feel is useful.
Supervisors are encouraged to make comments because they provide invaluable information about CEP
competencies. The comments made by supervisors are confidential; CEPs do not see these comments.

Supervisors must also select a skill level for each sub-competency according to the competency assessment
scale (Table 1). Whenever supervisors assess a competency lower than their CEPs do, the supervisors will have
to add a comment to explain this difference. The level selected by supervisors and their comments are
confidential; CEPs do not see these comments.

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9 THE OIQ’S ASSESSMENT

The OIQ assesses the competencies in the work experiences submitted by CEPs as it receives them. CEPs can
track developments in their file through their portal.

CEPs are then notified by e-mail that the information about their assessment is available in their portal.

Finally, when the experiences submitted by CEPs are validated by the OIQ and reach 24 months and 28
competencies, the CEP receives an e-mail asking them to pay the fee to assess their experiences. Once they
have made their payment, the OIQ will provide its decision on their practical component assessment.

Please note that any experience acquired in Quebec and submitted for evaluation for more than 12 months
(cumulative or consecutive) prior to your registration to the CEP registry will incur additional fees.
see Fee schedule - "Common fees" in the "Admissions" section.

10 OTHER EXPERIENCES CONSIDERED

10.1 Internships

It is an engineering internship that may be completed after 60 university credits have been earned, but before
the OIQ-qualifying degree has been obtained. Engineering internships that are not supervised by a university
(example: summer jobs) are also considered internships.

An internship may be recognized in the calculation of months of experience. A maximum of 8 months may be
granted to CEPs. However, the experience acquired during an internship may not be used to demonstrate the
acquisition of competencies.

To report an internship, CEPs must select “Internship” from the dropdown menu under “Experience type.”

After selecting the type of experience, CEPs must specify the name of their employer and supervisor, the
country and the city where the internship took place, their position or office title, as well as the start and end
dates of their internship.

When CEPs have completed an internship on a part-time basis, they must specify this. The months of
experience will be credited on a prorated basis. "Part time” means working less than 35 hours a week.
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Likewise, CEPs must report any work interruption of more than 30 consecutive days during their internship.

CEPs are then asked to briefly describe the context of their work experience as well as the responsibilities they
held at the company.

To submit their internship, CEPs must go to the “Assessment” section, click on the internship in question, and
then on the "Submit internship" button.

A green checkmark appears when the internship has been submitted.

10.2 Previous work experiences

"Previous work experiences” mean any work experience that was already finished when CEPs registered with
the OIQ as candidates to the engineering profession.

Previous work experiences concern:

• candidates who have practiced outside Québec;
• candidates who have finished a work experience in Québec before they registered as CEPs with the
OIQ. (For all work experiences in progress when they register as CEPs with the OIQ, CEPs will have to
report these experiences as if they are just beginning them [see section 7.1, “Reporting the start of a
work experience”].)

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10.2.1 Special features

The process of submitting previous work experiences is similar to the process of reporting the start of a work
experience. CEPs are asked to report all their engineering jobs that relate to the sub-competencies they must
demonstrate. (For more information, please refer to section 7.1.)

However, previous work experiences have three special features:

→ End date of the work experience: Given that the work experience is finished, CEPs must specify
the date on which the work experience ended.

→ No agreement required from supervisors: Given that the work experience is finished,
supervisors will not have to agree to act as supervisors. However, just like for work experiences
that have started but not finished, supervisors will have to agree to assess an experience once
CEPs have submitted it.

→ Validation of supervisor eligibility: Given that the work experience is finished, supervisor
eligibility is validated after the fact. As a result, if a supervisor is found to be ineligible, his or
her CEP will have to find another supervisor. Otherwise, the CEP’s experience will not count.

→ Validation of work experience relevance: The OIQ makes sure that the work experience relates
to the sub-competencies that must be demonstrated. Given that the work experience is
finished, the relevance of the work experience is validated after the fact. As a result, if the
experience is not relevant, it will not count.

10.2.2 Preparation tips

To prepare themselves as effectively as possible, we recommend that CEPs review the table of competencies
and indicators (Table 2) as well as the assessment scale (Table 1), and take the following preliminary steps:

• Make sure that they have an updated résumé that lists their jobs and describes their projects and
achievements during the professional experience periods concerned. This will be extremely helpful in
selecting relevant projects that demonstrate their acquisition of the sub-competencies.
• We recommend that CEPs consider what they have learned and how this knowledge has impacted
their practice to help them demonstrate their acquisition of each sub-competency.

10.3 Master’s degrees in engineering (with a research profile) and doctorates in engineering

Research periods may be recognized in the calculation of months of experience and for demonstrating the
acquisition of competencies.

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To report them, CEPs must select “Master’s or doctorate degree in engineering” from the dropdown menu
under “Experience type.”

CEPs must also specify the name of the university, the country and city where they conducted their research,
their position or office title (if they conducted research at a company) and the date on which they began their
research.

When CEPs conduct research on a part-time basis, they must specify this. "Part time” means researching less
than 35 hours a week. The research period is calculated on a prorated basis according to the number of part-
time hours.

Likewise, CEPs must report an interruption of more than 30 consecutive days in their research.

CEPs are then asked to briefly describe the context of their research as well as their responsibilities at the
company.

10.4 Additional training and certifications

These are training activities that qualify candidates to receive an engineering or related certification once they
are completed, but they must take place over a period of at least one week (35 hours of training ), or be equal
to one university credit (15 hours of courses and 30 hours of assignments).

Additional training and certification activities may be recognized as demonstrating the acquisition of
competencies. However, they are not recognized in the calculation of months of experience.

CEPs are encouraged to report all of their additional training or certifications that relate to the sub-
competencies they must demonstrate.

To report additional training or a certification, CEPs must select "Other training "in the dropdown menu under
“Experience type.”

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After selecting the type of experience, CEPs must specify the title of the training, the date when they took it,
and the name of the training organization. CEPs must also include a copy of the confirmation or certificate
given to them at the end of the training.

Additional training or certification activities that relate to sub-competencies are an opportunity to

demonstrate the acquisition of competencies. The process for submitting additional training or certification
activities is similar to the process for reporting the start of a work experience (please refer to section 7.1).

Attachments: CEPs must attach any document that will be useful in reviewing their file and any certificate of
success, document confirming the number of training hours, etc.

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 11 APPENDICES

Table 2 - Indicators

It is important to note that the sub-competencies shown in blue must be demonstrated by CEPs in an engineering
experience that they acquired in a Canadian environment.

INDICATORS
COMPETENCIES
SUB-COMPETENCIES (28) (guidance on example content that will demonstrate
(6)
the competencies)
1. Have the 1.1 Regulations, codes and 1. Identify and comply with legal and regulatory
required technical standards requirements for project activities.
competencies 2. Incorporate knowledge of codes and regulations
Demonstrate knowledge of into the design.
regulations, codes and standards, 3. Prepare reports assessing project compliance with
including applicable Québec and codes, standards, and regulations.
Canadian engineering 4. Recognize the need to design for code compliance
regulations, codes, standards and while considering feasibility.
practices. 5. Be aware of and/or apply any specific sustainability
clauses that have been added to practice guidelines
that apply to their area.

1.2 Project and design 1. Demonstrate knowledge of materials, operations,

constraints project and design constraints, e.g. cost, design,
Demonstrate knowledge of material, labour, schedule, budget, production.
materials, or operations as 2. Demonstrate an understanding of and coordination
appropriate, project and design with other engineering and professional disciplines.
constraints, and the optimal 3. Understand the role and regulations of the various
design for the intended purpose professions whose practices overlap or interact with
or use, while taking those of engineering, and also understand the
interdisciplinary impacts into regulations that apply to persons practicing these
account. professions.

1.3 Risk identification and 1. Demonstrate familiarity with system protection

mitigation and/or damage/hazard mitigation objectives,
underlying principles, practices, procedures, and
functions.
Analyze the technical risks and 2. Identify risk areas including causes of risks and their
offer solutions to mitigate them. impacts.
3. Develop risk management/mitigation plans
(elimination, mitigation, prevention).
4. Demonstrate an understanding of the difference
between technical risk and public safety issues.

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 1.4 Application of theory 1. Prepare technical specifications.
2. Demonstrate use of theory and calculations to arrive
Apply engineering knowledge to at solutions.
design solutions. 3. Demonstrate the development and selection of the
preferred/optimal design solution.

1. Demonstrate an understanding of the engineering

1.5 Solution techniques
principles used in the application of computer design
programs and show/describe how the results were
verified as correct.
Be able to understand solution 2. Participate in an independent review and
techniques and independently verification of solution techniques or analysis methods.
verify the results. 3. Participate in the validation of the design/solution
by considering the parameters, criteria, methods of
analysis, trials, simulations, etc.
1.6 Safety awareness 1. Demonstrate specific knowledge of safety
regulations.
Demonstrate knowledge and 2. Identify, incorporate, and/or participate in the
awareness of Canadian review of safety considerations, safety procedures and
regulations, codes and standards safety equipment as they apply to system operations
pertaining to safety. and/or maintenance programs.
Demonstrate on-site safety 3. Incorporate explicit human and public safety
awareness and knowledge of considerations into the design and all other relevant
applicable safety activities.
authorization/certification 4. Understand and take into account safety risks
requirements, and be aware of associated with processes.
safety risks inherent in the 5. Identify relevant protection equipment and process
design. modifications to mitigate safety risks.

1.7 Systems and their 1. Demonstrate an understanding of each element in a

components process.
2. Demonstrate an understanding of the interactions
and constraints in the behaviour of the overall system.
Understand systems and their
3. Manage processes within the overall system
components.
(monitor and, where needed, modify processes to
achieve optimum outcomes).

Last update : Feb 2024 24

 1.8 Peer review and quality 1. Conduct checks, including field checks, to verify the
control validity of the design.
2. Follow quality management principles in practice.
Demonstrate an understanding 3. Verify the conformity of the work with plans and
of the role of peer review and specifications.
quality management that is 4. Prepare quality control plans, including frequency
essential to engineering practice and test parameters, for specific processes or
in Canada. Understand the products.
concept of quality control during 5. Evaluate test results, determine adequacy, and
design and construction, develop recommended actions.
including independent design 6. Participate in peer reviews.
reviews and verifications, field 7. Demonstrate that completed projects, systems or
checks and project reviews. sub-systems meet project objectives in terms of
functionality and operational performance.

1. Review the designs of others and communicate

1.9 Engineering documentation findings and issues, including suggested alternatives.
2. Communicate your ideas and concepts to project
Transfer design intentions to team members.
drawings, sketches and 3. Understand the value of project completion reports
documents. Understand the and lessons learned reports that you or others will
process of transmitting design apply to future projects.
information. 4. Produce sketches, notes, documentation and design
documents to prepare proposals, preliminary and final
design drawings/documents for acceptance by the
client and approval by regulatory authorities.
1.10 Sustainable, social, 1. Follow public safety regulations and advice during
economic and environmental design and implementation of a project.
development 2. Prioritize public protection by taking into account
customer issues, health and safety issues,
Understand the safeguards environmental protection issues and sustainable
required to protect the public development principles.
and the methods of mitigating
adverse impacts.

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2. Communicate 1. Communicate in a simple and concise manner.
effectively 2.1 Verbal communication 2. Communicate official project data to team
Communicate verbally in a members, clients, contractors.
Canadian environment (in English 3. Express both technical and non-technical issues and
or French). Note: Even if they are ideas clearly to both technical and non-technical
able to demonstrate this personnel.
competency in English, 4. Give presentations and/or training sessions to
candidates must also technical and non-technical groups; presentations to
demonstrate appropriate superiors and subordinates; internal (colleagues) and
knowledge of the French external (clients) presentations.
language in accordance with the 5. Present the project parameters to the public.
Charter of the French Language. 6. Actively participate in meetings.
7. Take training in verbal communication.
2.2 Written communication 1. Tailor communications to the intended audience.
Communicate in writting with 2. Draft and review technical documents
team members, clients, 3. Draft clear memos and reports to both technical and
contractors and members of the non-technical personnel.
public in a Canadian environment 4. Use drawings and sketches to demonstrate key
(in English or French). Note: Even points and concepts.
if they are able to demonstrate 5. Prepare written reports on a technical subject.
this competency in English, 6. Prepare written reports based on field observations.
candidates must also 7. Take training in technical report writing.
demonstrate appropriate 8. Work with common office programs (e.g. Excel,
knowledge of the French Word, Outlook, internet browsers).
language in accordance with the
Charter of the French Language.

2.3 Reading and comprehension 1. Review technical documents to understand the

Communicate effectively in a implications and summarize key points.
Canadian environment (in English or
French). Note: Even if they are able
to demonstrate this competency in
English, candidates must also
demonstrate appropriate
knowledge of the French language
in accordance with the Charter of
the French Language.

Last update : Feb 2024 26

3. Manage 3.1 Project management 1. Be aware of resource planning, budgeting, change
projects principles management, scope management, schedule and
unforeseen issues in managing a project from start to
end.
Awareness of project 2. Understand the impacts that benefits and risks of
management principles. various design solutions have on a project.
3. Understand the needs and expectations of internal
and external clients.
3.2 Level of responsibility 1. Follow and contribute to the development of project
management plans.
2. Be aware of future improvements and demands as
well as other ongoing projects.
3. Demonstrate increasing responsibility for client
Demonstrate an increasing level contact and management.
of responsibility for project 4. Demonstrate how project planning activities and
planning and implementation. interaction with others has increased over your
practical development.
5. Participate in managing and adapting a schedule.
6. Demonstrate awareness of issues related to other
disciplines that might affect the project, maintaining
contact and communication to discuss and resolve
issues.
7. Include sustainability analysis in project
descriptions.
3.3 Expectations versus 1. Update the schedule and budget on a regular basis
resources and communicate status.
2. Provide market assessment and/or availability of
Manage expectations based on resources for a project.
available resources. 3. Meet deadlines without undermining other impacts
on the project (e.g. health and safety, environmental
impacts, quality, financial, etc.)

Last update : Feb 2024 27

 3.4 Financial and budgetary 1. Become familiar with the project budget during
aspects design and construction.
2. Provide a technical/financial report and compare
the options.
Understand the financial aspects 3. Understand the place of finance in business
of the work. decisions.
4. Understand the principles of budgeting and
financing.
5. Understand the relevant business processes.
6. Understand how to work with and develop
contracts.
7. Develop financial risk management/mitigation plans
(elimination, mitigation, prevention).
3.5 Response to feedback 1. Apply the lessons learned and performance reviews
in meetings.
2. Understand the scope of a project and know how to
Ask for and respond to feedback. respond appropriately when a project exceeds its
scope.
3.6 Project and process life cycle 1. Identification: Come up with the initial project idea
and preliminary design.
2. Preparation: Provide a detailed design of the project
that addresses technical and operational aspects
Gain exposure to the various 3. Appraisal: Analyze the project from the technical,
stages of the process/project life financial, economic, social and environmental
cycle, from the design and perspectives.
feasibility analysis to 4. Preparation of specifications and tender documents:
implementation. prepare documents for tenders, invitations to tender
and opening of tenders, pre-qualification, evaluation
of bids and award of work.
5. Implementation and monitoring of the solution:
carry out project activities, with on-going checks on
progress and feedback.
6. Support operation.

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4. Work on a 1. Demonstrate respect for others’ responsibility and
4.1 Working effectively
team expertise.
2. Integrate engineering with other inputs.
Work effectively with other 3. Demonstrate leadership in achieving team goals.
disciplines/people. 4. Actively collaborate.
5. Adhere to objectives, decisions and priorities.

4.2 Conflict resolution 1. Demonstrate leadership in resolving conflict.

2. Work to facilitate beneficial conflict resolution.
3. Take training in conflict resolution.
Work to resolve conflicts.
4. Demonstrate a positive attitude.
5. Show willingness to accept comments and criticism.
6. Identify situations where you received feedback and
how you responded to that feedback.

5.1 Code of ethics 1. Comply with Quebec’s Code of Ethics and/or with
5. Act the code in the jurisdiction where you practice.
professionally Work with integrity, ethically and 2. Apply professional ethics in meeting corporate
according to professional directives.
standards. 3. Understand how conflict of interest affects your
practice.

5.2 Awareness of personal 1. Ask questions, ask for assistance and incorporate
limitations input.
Know your field of practice and 2. Interact with your supervisor, colleagues and others.
expertise. 3. Recognize your level of expertise and its limits.

5.3 Professional responsibility 1. Be aware of the potential professional liability

involved in all aspects of your work.
Understand professional 2. Demonstrate personal skills with judgment, rigour,
responsibility. analytical skills and resourcefulness.

Last update : Feb 2024 29

 5.4 Seal and signature use 1. Fully understand appropriate use of your seal and
signature.
Master the guidelines for 2. Document your activities, decisions and work in a
engineering documents. registry.
3. Maintain of the traceability your documents.
4. Protect the security, sustainability and
confidentiality of information.
6.1 Professional development 1. Participate in community, technical, industry and/or
activities professional association committees and task forces.
2. Participate in a variety of self-directed and formal
Demonstrate completion of
professional development activities to learn and stay
professional development
up to date in your field of practice and report your
activities.
6. Manage your progress to applicable parties.
professional 6.2 Identify training needs 1. Gap analysis of knowledge and skills; highlight the
development gaps that exist.
Demonstrate awareness of 2. Identify areas of weakness where additional training
knowledge gaps and areas where is needed.
you require additional training. 3. Prepare a self-criticism list and the ways to mitigate
or eliminate the weaknesses.
6.3 Professional development 1. Plan to pursue training in areas of weakness and
plan remedy knowledge gaps.
Develop a professional 2. Stay up to date in your field of professional practice
development plan to address by participating in planned activities such as self-
knowledge gaps and stay up to directed and formal professional development
date on advances in your field of activities.
practice. 3. Keep up to date with developments and new
technologies in your field.
4. Apply new skills in your practice.

Last update : Feb 2024 30

 Table 3 – Steps in the assessment process for supervisors

Internship

As a supervisor, you must consent to assess a CEP’s internship. Assessments consist in confirming or
correcting information submitted by the candidate concerning their responsibilities and the dates of their
internship, and potentially making comments that you consider relevant.

Experience in progress
(Work experience, master’s degree and doctorate in engineering)

Once the OIQ has confirmed that you meet the criteria to be a supervisor, you must agree to supervise the
candidate and assess their experience when it ends.

When the candidate completes their self-evaluation and submits their experience, you must give your
consent to assess it. Assessments consist in confirming information submitted by the candidate concerning
their experience (dates, responsibilities, level achieved) and sharing your general point of view with us on
their experience.

During the assessment process, the OIQ checks again whether you still meet the eligibility criteria to be a
supervisor.

Completed experience
(Work experience, master’s degree and doctorate in engineering)

As a supervisor, you must consent to assess the experience submitted by the candidate. Assessments consist
in confirming information submitted by the candidate concerning their experience (dates, responsibilities,
level achieved) and sharing your general point of view with us on their experience.

During the assessment process, the OIQ checks again whether you meet the eligibility criteria to be a
supervisor.

Last update : Feb 2024 31