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Laurence Dawkins-Hall FIScT, C.Biol, C.Sci

l.Dawkins-hall@sciencecouncil.org

Registration Workshop.

University of Glasgow

How and Why?

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CAP

Competency Form

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@Science_Council

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Professional registration with the Science Council provides independent recognition of your achievements and maintaining the exact standards required to join the global community of professional scientists.
Historically, especially in academic settings, there has been an absence of accreditation for technicians translating into a substantive career pathway
Registration is assessed by a written report addressing your skills, knowledge, organisation, communication and professional practice: so called competencies
These competencies address all aspects of your practice and are taken from the last 5 years

Summary of Registration

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Ensuring status & opportunity for technical roles across UK research, teaching & innovation

Professional Registration is part of the Technician Commitment

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Benefits of Registration

https://sciencecouncil.org/scientists-science-technicians/benefits-of-professional-registration/

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Validation of skills

Career

Development

CPD

Peer Recognition

Job

Prospects

PhD ??

Confidence

building

Outside prospects

Society engagements

Networking

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Registration Impacts

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Applying for Registration:

4 Steps

Decide which register is right for you

Select which professional body you want to join

Consider your examples of meeting the competences

Apply through our common application process

Applying for Registration: SC

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https://www.youtube.com/watch?v=Je20hxtbA8I

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Level versus register

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MSc

HND

BSc

Higher

Apprenticeships

HNC

A levels

T Levels

Apprenticeships

It is equivalent experience that is paramount

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Equivalency Report Synopsis

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Level 7

Level 5/6

Laboratory Scientist

h

Level 3/4

Laboratory Technician/

Technician Scientist

International:

EEA

Follow SOP
Housekeeping

Follow SOP
Optimization
Training
Lab Manage

Design projects
Optimization
Method innovation
Supervise & train
Lab infrastructure
Manage Teams
Finance

RQF level 3,

Level 3_4 Apprenticeship,

A-Level, NVQ3

T Levels

RQF level 4, HNC

RQF level 5,

HND, FdSc,

Higher degree level

Apprenticeships

B.Sc., BA

National

1+ year experience

5+ years

M.Sc.

Registers

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Step 2: 26 licensed body

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Step 2: Select your licensed body

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Discipline

Employment area

Person

spec

“A society for

Techs run

by Techs”

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Step 3: Meeting your competencies

Reflective Practice

Reflect on experience
Work through Self help materials
Ask the science Council Mentors for suggestions
Make sure you can meet the competencies
If necessary implement a CPD plan of action to

fully meet criterion

Remember this is not time assessed so take your time !

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Meeting your competencies:

Laurence Dawkins-hall

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Four steps to professional registration: Step 4. Apply through the Common Application Process (CAP)

Laurence Dawkins-Hall, an Applicant Support Mentor and workshop facilitator for the Science Council, outlines the process for starting an application through the CAP.

https://www.youtube.com/watch?v=TuRzt8qgnAs

Ref.

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Step 4: CAP

Common Application Portal (CAP)

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Create your User Profile

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Upload File(s)

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Formal

qualifications

Include

Vocational

Certificates

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Competency boot straps:

Real time Guidance

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RSciTech

https://sciencecouncil.org/scientists-science-technicians/which-professional-award-is-right-for-me/rscitech/

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Comfort Break:

5 min

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Video About Competency form Completion:

Laurence Dawkins-Hall

Ref.

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Completing your competetency report

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	Devising, adapting, researching, working up and troubleshooting methods: Written or Practical, Including data analysis or Journal club

A

Application of

Knowledge &

understanding

B

Personal responsibility

Time management, training, supervision, lab management COSHH

C

Interpersonal Skills communication

Communicating with specialists and non specialists in context of training, problem solving etc. Presentations

D

Professional

practice

Applying, updating and scoping projects & improvements: Lab based, Departmental

Competencies

E

Standards

CPD

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Competency Matrix

https://sciencecouncil.org/web/wp-content/uploads/2021/01/Matrix-grid-of-competencies.pdf

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Competence A: Application of knowledge and understanding

Option A	·Applies knowledge ·Interprets and evaluates data	·Applies knowledge in the context of new areas ·Analyses, interprets and evaluates information, concepts and ideas	·Uses specialist knowledge and broader understanding ·Exercises judgement in the absence of complete information ·Demonstrates critical evaluation and proposes original solutions
Option B	Applies knowledge in the context of new areas ·Analyses, interprets and evaluates information, concepts and ideas	·Uses specialist knowledge and broader understanding ·Exercises judgement in the absence of complete information ·Demonstrates critical evaluation and proposes original solutions	·Applies knowledge ·Interprets and evaluates data
Option C	·Uses specialist knowledge and broader understanding ·Exercises judgement in the absence of complete information ·Demonstrates critical evaluation and proposes original solutions	·Applies knowledge ·Interprets and evaluates data	Applies knowledge in the context of new areas ·Analyses, interprets and evaluates information, concepts and ideas

Which of these is the correct order from RSciTech to CSci?

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Competence A: Application of knowledge and understanding

Think about how your work makes use of your underpinning knowledge. We don’t just want to hear about what you know, but how you apply it, and how your understanding informs your everyday decisions and resolution of problems.

	RSciTech Registered Science Technician	RSci Registered Scientist	CSci Chartered Scientist
A Application of knowledge & understanding	Applies knowledge Interprets and evaluates data	Applies knowledge in the context of new areas Analyses, interprets and evaluates information, concepts and ideas	Uses specialist knowledge and broader understanding Exercises judgement in the absence of complete information Demonstrates critical evaluation and proposes original solutions

Option A

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A: Application of knowledge and understanding

	RSciTech Registered Science Technician	RSci Registered Scientist	CSci Chartered Scientist
A Application of knowledge & understanding	Applies knowledge Interprets and evaluates data	Applies knowledge in the context of new areas Analyses, interprets and evaluates information, concepts and ideas	Uses specialist knowledge and broader understanding Exercises judgement in the absence of complete information Demonstrates critical evaluation and proposes original solutions

This is Greg. He's a bioarchaeologist. He is studying a brand new fossil. He uses the information he has already from his research and his PhD to draw conclusions about his finds.

Which register is the best match?

CSci

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A: Application of knowledge and understanding

	RSciTech Registered Science Technician	RSci Registered Scientist	CSci Chartered Scientist
A Application of knowledge & understanding	Applies knowledge Interprets and evaluates data	Applies knowledge in the context of new areas Analyses, interprets and evaluates information, concepts and ideas	Uses specialist knowledge and broader understanding Exercises judgement in the absence of complete information Demonstrates critical evaluation and proposes original solutions

This is Aisha. She’s a water hygiene technician. She follows a set laboratory procedure to test water samples that are collected for her. She reports on the quality of the water she has tested.

Which register should she apply for?

RSciTech

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Competence B: Personal responsibility

Which of these is the correct order from RSciTech to CSci?

Option A	Works autonomously while recognising limits and knows when to escalate. Takes responsibility for quality, safe and sustainable working practices, contributing to their evaluation and improvement.	Exercises responsibility for self and others Develops and implements policies and protocols relating to health, safety and sustainability Implements solutions with due regard to impact of work on organisation & wider environment	Works with minimal supervision and knows when to escalate. Maintains quality and applies safe working practices.
Option B	·Works with minimal supervision and knows when to escalate. Maintains quality and applies safe working practices.	Works autonomously while recognising limits and knows when to escalate. Takes responsibility for quality, safe and sustainable working practices, contributing to their evaluation and improvement.	Exercises responsibility for self and others Develops and implements policies and protocols relating to health, safety and sustainability Implements solutions with due regard to impact of work on organisation & wider environment
Option C	Works with minimal supervision and knows when to escalate. Maintains quality and applies safe working practices.	Exercises responsibility for self and others Develops and implements policies and protocols relating to health, safety and sustainability Implements solutions with due regard to impact of work on organisation & wider environment	Works autonomously while recognising limits and knows when to escalate. Takes responsibility for quality, safe and sustainable working practices, contributing to their evaluation and improvement.

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B: Personal responsibility

Here we will think about how far personal responsibility extends in the workplace. When do you take personal responsibility? Were there times you had to exercise your personal responsibility, either on behalf of yourself or someone else? What were the inputs and outputs?

	RSciTech Registered Science Technician	RSci Registered Scientist	CSci Chartered Scientist
B Personal responsibility	Works with minimal supervision and knows when to escalate. Maintains quality and applies safe working practices.	Works autonomously while recognising limits and knows when to escalate. Takes responsibility for quality, safe and sustainable working practices, contributing to their evaluation and improvement.	Exercises responsibility for self and others Develops and implements policies and protocols relating to health, safety and sustainability Implements solutions with due regard to impact of work on organisation & wider environment

Option B

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C: Interpersonal skills

?

=	RSciTech Registered Science Technician	RSci Registered Scientist	CSci Chartered Scientist
	Demonstrates effective communication, interpersonal and behavioural skills Works effectively with others	Demonstrates effective communication, interpersonal and behavioural skills Demonstrates productive working relationships and an ability to resolve problems	Communicates effectively with specialist and non-specialist audiences Mediates and develops positive working relationships Demonstrates effective leadership

Working with Specialist scientists: discussion/Training/presentations
Working with non specialists: Stock taking/ Med Reps/ Engineers
Working with finances and estates and services: CSci
Working with other personnel in the lab to solve housekeeping problems: RSci
Working in teams with other lab staff and both training them and supervising them: CSci
Resolving personal conflicts by talking to staff member together and individually and/or conferring with management
Using Teams and zoom to communicate
Foreign students: RSci and CSci

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Lab management:

Organisation of equipment

Organisation of consumables

Lab rotors

Disposal of waste

Tip recycling

Independent Experiments

Research support
Student mentoring

Balancing bench work (A) with other duties: RSci/ RSci Tech

A

B

C

B

C

D

B

D

Equipment upkeep

Improved performance

Stocktaking & ordering

Literature review

New Protocols

Implement H & S

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	Devising, adapting, researching, working up and troubleshooting methods: Written or Practical, Including data analysis (or Journal club)

A

B

D

C

Application of

Knowledge &

understanding

personal

responsibility

Interpersonal

Skills

communication

Professional

practice

Time management, training, supervision, lab management COSHH

Communicating with specialists and non specialists in context of training, problem solving etc. Presentations

Applying, updating and scoping projects & improvements: Lab based, Departmental

Adapting (FW; COVID), improving & troubleshooting experimental methods and/or data analysis, e.g. new equipment methods (HT), data analysis protocols, field work

Safe working practices for self and others, e.g. COSHH,CLEAPPS & training. Producing SOPs. Improving Aseptic technique. Lab equipment maintenance. Maternity. Lockdown. Scheduling/Time management. Lesson plans

Communicating specialist knowledge; stock taking and ordering. Supply & equipment problems. Training

Updating bench methods and equipment protocols. New std of practice, e.g. HTA, Consumables evaluation. Method evaluation & selection, e.g. in silico, wet trial

Ref.

RSciTech/ RSci

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Lab management:

Organisation of equipment

Organisation of consumables

Lab rotors

Disposal of waste

Tip recycling

Experiments

Research support

To Post Docs/PI’s

Student mentoring

Balancing bench work (A) with other duties: CSci (Lab Manager)

A

B

C

B

C

D

B

D

Equipment upkeep

Improved performance

Stocktaking & ordering

Literature review

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@Science_Council

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Infrastructure:

New Equipment

Space allocation

Water purification

Equipment & safety

Managing teams

Lab Health and Safety

A

B

C

Stock auditing

B

C

D

B

D

Balancing bench work (A) with other duties: CSci (Line Manager)

Equipment Contracts

Building infra structure:

Estates

Dept. Health and Safety:

e.g. Lab inductions

Writing reports !

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A

B

D

Use knowledge experience and skills to optimise

C

Exercise judgement in unpredictable situations

Contribute to organisation of tasks and resources

Improvement & change

Autonomous/limits of autonomy/ Dependants

Promote and apply quality standards for Health safety and sustainability

Effective communication skills with specialists and non

Demonstrate effective leadership and impact on others

Demonstrate mediation and mentoring skills

Evaluate scientific information to troubleshoot and

improve

Application of

knowledge &

understanding

Personal

responsibility

Interpersonal

skills

Communication

Professional

practice

Demonstrate how to plan and scope projects

Promote compliance with regulatory standards

Consider the impact of your work in a wider environment

Adapting, improving & methods and/or data analysis,. Trialing new equipment/methods for research or teaching. Troubleshooting data and experimental methods. Lockdown provision

Training. Managing multiple projects. Devising COSHH database/waste streams/sustainability. Producing SOPs. HTA. ISO & other QC standards. Infrastructure, Estates and services

Communicating specialist knowledge: Supply & equipment problems. COVID and Teams/Zoom. Athena Swann. Estates. Finance. Managing teams including people problems/ health and well being.

Updating equipment/ equipment budgeting. Curriculum improvements. Lab re organisation/ Estates. Scoping and planning new projects. Athena Swann. GDPR

Ref.

CSci

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Competency report:�Structure�

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Five key skill sets or competencies (A-E)

3-4 Skill sub categories (16 total)
300-1000 words per category
3000-5000/10,000 words in total

1-3 case studies per category: Reflective practice

1-3 case studies taken from the last 3 years

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Stock taking lab consumables

Smarter purchasing

Lab safety/COSHH

Tip recycling

Lab clean !!

Freezers

Professional

Registration !

Organise/thaw !

Lab experiments

A

C

D

C

B

C

D

B

C

D

A

B

C

B

C

D

Attending

workshops!

D

B

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There are no right and wrong answers!

Use one competency example to create a single narrative linking sub competencies

Think laterally: Don’t Just focus on lab duties! If you are involved with report writing and/or committees, e.g. Gender equality, equality & diversity, Athena Swann, Technician Commitment include

Use one theme to address multiple comp: different aspects of teaching, Field work

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Structuring your answer

Your opening few lines outline the problem or situation and talk about the specifics of what happened. Here, you would say what the problem is, or give an overview of the task you’re going to describe for the assessors
What solutions you posed, or what you do to make your task work? You won’t be telling us only what you did, you will be telling us why you did it, and relating it back to the subject heading
Did your solution resolve/solve the issue? Outputs!
Better to have one competency in detail than multiple incomplete

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STAR: Situation, Task, Action, Result

The secret to a good competence report is in the structure of your answers. Be sure to use plenty of detail – even if it seems obvious to you. If you use acronyms, please make sure you explain what they mean.

Your opening few lines outline the problem or situation, and talk about the specifics of what happened. Here, you would say what the problem is, or give an overview of the task you’re going to describe for the assessors.

Now, you’ll want to be moving on to what solutions you posed, or what you did to make your task work. You won’t be telling us just what you did, you will be telling us why you did it, and don’t forget to relate it back to the subject heading. If we’re asking you about skills and knowledge, this is what you will be showing off. If we’re asking you about your interpersonal skills, you will be showing off those instead.

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Where do I take my materials from?

If you have changed positions in the last 5 years, make reference to both jobs in terms of mixing and matching competencies and also validate those separate skill sets by utilizing references from both positions

The 5-year span can include voluntary work !

It can also include intercalated practice

Upload 2^nd Reference in supplementary doc

If required

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What happens when I finish my report?

In order to gain professional registration you will need to complete a competence report which will then be assessed by two assessors who are chartered scientists themselves.
The process to render a decision can take anything from three weeks to two months
It is rare for somebody to fail outright: licencing bodies will work with registrants to ‘plus the holes’ in their competency answers and they can then resubmit (at no extra cost)
In short take your time to make the best application possible

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@Science_Council

The secret to a good competence report is in the structure of your answers. Be sure to use plenty of detail – even if it seems obvious to you. If you use acronyms, please make sure you explain what they mean.

Your opening few lines outline the problem or situation, and talk about the specifics of what happened. Here, you would say what the problem is, or give an overview of the task you’re going to describe for the assessors.

Now, you’ll want to be moving on to what solutions you posed, or what you did to make your task work. You won’t be telling us just what you did, you will be telling us why you did it, and don’t forget to relate it back to the subject heading. If we’re asking you about skills and knowledge, this is what you will be showing off. If we’re asking you about your interpersonal skills, you will be showing off those instead.

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Link to Archived talk

Linked to Archived Talk #2

NTDC Talks: Session #7 & #10

Ref.

www.sciencecouncil.org

@Science_Council

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Completion of Application form

Preparing for Registration

Benefits of Professional Registration

Mechanics of CAP

Thank you &

good luck!

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IST Questions

Science Council You Tube