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Technicians are integral laboratory members with a wealth of expertise in instruments, techniques and health and safety. Despite this, their efforts are frequently overlooked. The technical professional registration route offers these experts formal accreditation. It allows individuals to gain international recognition for their competence and commitment to continued professional development. In addition, it awards technicians membership of a global community of professional scientists. 

As a bioengineering laboratory support technician, I became incredibly interested in showcasing my commitment to my role as a technical professional. I decided to apply for the Royal Society of Biology’s Registered Scientist (RSci) professional registration. This resource outlines the steps to take and advice for early career technicians on completing a successful application.

Technical scientists can gain the following awards through the Science Council:

• Registered Science Technician (RSciTech)
• Registered Scientist (RSci)
• Chartered Scientist (CSci)
• Chartered Science Teacher (CSciTeach). 

Engineering technicians can gain the following awards through the Engineering Council:

• ICT Technician (ICTTech)
• Engineering Technician (EngTech)
• Incorporated Engineer (IEng)
• Chartered Engineer (CEng). 

Membership through a scientific society

Professional membership of a scientific society is a prerequisite for all applicants and requires registration of your details through the society’s online portal, a CV and a completed application form. The society then allocates a membership level based on an individual’s qualifications and experience. I advise registering with a society that aligns with your professional development goals.

I was elected a Member of the Royal Society of Biology in January 2024. I achieved RSci status and was added to the society’s professional register in April 2025. 

Completing the competency category report template

Technical registration applicants are assessed through a competency report that consists of five categories lettered A to E, which are further subcategorised into A1, A2 and so on. The report requires applicants to enter examples (within 300 to 350 characters) explaining how they fulfil each competency category. Examples include: 

• “Applying extended knowledge of underlying concepts and principles associated with area of work”
• “Maintaining and enhancing competence in one’s own area of practice through professional development activity”.

Each category differs slightly depending on the award.

• Career development for technicians in higher education
• Technical staff who support student learning deserve more professional recognition
• Connecting and empowering technical staff: lessons for universities

Guidance on responding to competency categories

For each competency category, I advise modelling the STAR format (situation, task, action, result), in which you explain the situation, acknowledge the task and outline actions taken to solve any issues and the resulting outcome. You should also include a summary paragraph highlighting how your efforts led to success. 

The key is to include the most effective problem-solving examples within the last three years of your technical career (you can apply specific examples more than once for each competency category). 

Always use a first-person narrative, in other words, “I did x”, and remember that the competency report is an opportunity to showcase your ability to overcome obstacles through proactive actions. 

A successful paragraph structure for each category consists of:

• An introduction to the circumstance
• Information about the setback and decision-making thought process
• A description of the pivotal moments that led to a successful solution and a positive outcome.

Competency category answers

Competency categories A and B commonly require the most effort to complete, and I received valuable feedback from the registration assessors on how to improve my answers. 

The first piece of feedback I received was for category A1: “Apply extended knowledge of underlying concepts and principles associated with area of work”. For this, I showcased how I used my extended knowledge of Luria-Bertani (LB) media preparation to prepare yeast plates for the molecular bioengineering teaching modules. I also outlined my outreach and engagement endeavours with the London Science Museum, and how I avoided “caramelising” the agar media throughout the yeast agar plate preparation. 

The assessor advised I avoid making my responses “too technical” and to “refer to concepts and principles as required in this section”. 

For competency category A2: “Review, evaluate and apply underlying scientific concepts, principles and techniques in the context of new and different areas of work”, I showcased how I led the histology facility, reviewed the haematoxylin & eosin staining technique to save chemical quantities, avoid chemical contamination and produce optimum microscope sample slide staining results through effective chemical concentrations. The feedback I received was to include “something about the way in which underlying concepts were applied”. Taking this feedback on board significantly improved my answers. 

You can find workshops that guide applicants through the competency report process and allow applicants to receive feedback from registrar assessors to improve answers .

I hope my tips provide a framework for completing an application for professional registration. I encourage all applicants to believe in themselves and apply for an award. You’ll be amazed at what you can accomplish. 

Nana Asante Asamoah-Danso is a bioengineering laboratory support technician at Imperial College London.

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