Institute of Materials, Minerals & Mining

Guide to Application
Chartered Engineer CEng
Chartered Environmentalist CEnv
Chartered Scientist CSci

 Competence & Commitment Requirements

 Forms
 Documentation
 Assessment

Institute of Materials, Minerals & Mining, 297 Euston Road, London NW1 3AD
Registered Charity No 269275 | www.iom3.org | 020 7451 7300
Contents

1. Introduction 2

2. Forms 3

 Application form
 Referees and supporters
 Academic certificates

3. Supporting documentation 4

 Professional Review Report (CEng, CEnv & CSci)

 Competence Report Template (alternative for CSci)
 Presentation
 CPD Record & Annual Personal Development Plan

4. Application completion 6

5. Professional review interview 6

6. The approval process 7

Appendices

1. Chartered Engineer (CEng) competence requirements 8

2. Chartered Scientist (CSci) competence requirements 13

3. Chartered Environmentalist (CEnv) competence requirements 18

All enquiries and questions should be addressed to the membership department:

Tel: +44 (0)1476 513881

Email: membership@iom3.org

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1. Introduction

Applications for professional registration at the Chartered level are welcome from engineers, scientists, chemists,
physicists, geologists, and technologists including those from the packaging and wood, industrial, academic, and
related sectors. Applicants are expected to have practical experience and be able to apply the underpinning technical
principles relating to their discipline. They must also be able to exercise competent managerial skills and judgment.
IOM3 applies the following definitions to the Chartered level professional registrations it offers:

Chartered Engineers (CEng) develop solutions to engineering problems using new or existing technologies, through
innovation creativity and change. They may be accountable for complex systems with significant levels of risk.

Chartered Environmentalists (CEnv) apply sustainable thinking throughout their work, particularly in the use of natural
resources. In addition, they take a lead in communicating the environmental case.

Chartered Scientists (CSci) demonstrate effective leadership and use specialist knowledge and broader scientific
understanding to improve the application of science.

There are four stages to satisfy in order to gain Chartered professional registration. These are:

Educational Base: minimum of an accredited RQF Level 7/SCQF Level 11 qualification or equivalent such as a
Masters’ first degree or alternative equivalent package of qualifications, such as a Bachelor’s first degree
topped up with an MSc or PhD or completion of an accredited company training scheme, which will need to be
assessed.

In the case of CEng, if an individual commenced their degree studies before 1999, the academic threshold is
an accredited Bachelor’s first degree or an alternative package of qualifications, which will need to be
assessed.

Those who wish to apply for CEng and do not hold a RQF Level 7/SCQF Level 11 qualification or equivalent
package of qualifications can still do so through the Technical Report Route (TRR) and should consult the TRR
guide.

Those who wish to apply for CEnv or CSci and do not hold a RQF Level 7/SCQF Level 11 qualification or
equivalent package of qualifications can still do so through the Equivalence Route (EQR) and should contact
the Membership Department for further information.

Professional Development (PD): demonstrating development in the early and formative years of related
employment, including responsible experience. This may be through a formal PD scheme or general
professional work experience.

Professional Review: submission and testing of evidence by a peer review process to ascertain whether the
applicant has achieved professional competence, and a commitment to professional standards and codes.

Continuing Professional Development (CPD): a commitment to maintaining competence to practise.

Applicants are assessed against the respective Competence requirements for which they have made an
application. Applicants for CEng will be assessed against the Engineering Council UK-SPEC; those for CSci
against the Science Council standard; and those for CEnv against the Practice Direction of the Society for the
Environment. Full details of these frameworks are given in the appendices.

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2. Forms

a) Application form

It is important to complete all sections of the form in the spaces provided, particularly those that are indicated as
required, even when information is repeated elsewhere in the application or IOM3 already holds the information.

b) Referees and supporters

There are different referee/supporter requirements for the Chartered level professional registrations offered, these
are:

CEng – one supporter is required to sign-off the application form.

CEnv – two supporters are required to sign-off a ‘CEnv Competence Supporter Verification Form’.
CSci – one supporter is required to complete and sign-off a ‘CSci Supporter Review Form’.

Individuals suitable to act as referees/supporters should ideally hold the professional registration for which the
applicant is applying, failing that individual holding a different Chartered level registration can act instead. Please
contact the Membership Department if you have any questions about this or problems in finding suitable supporters.

Completed forms can be returned directly to the Membership Department unless it is preferred to give it to the
applicant for submission.

c) Academic certificates

Applicants must provide copies of their further and/or higher education qualification certificate(s) unless these have
been previously submitted to IOM3.

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3. Supporting documentation

a) Professional review report (CEng, CEnv & CSci)

The Professional Review Report (PRR) is presented in the form of an expanded CV, which details the applicant’s career
and professional development. For each position, the applicant should provide a description of their function and
responsibilities, giving examples of projects and activities they have undertaken, and materials or natural resources,
techniques, processes, and equipment they have become familiar with.

The PRR should link the applicant’s career and professional development to the competence requirements of the
professional registration(s) they are applying for, which are listed in the appendices. The PRR should ideally be four
(4) to five (5) sides of A4.

An example of a PRR excerpt for an individual applying for both CEng and CEnv is shown below.

Project Manager – Recycled Resources (7 June 2019 – present) CEng CEnv

General description of role: Technical leader for our company’s

development programmes concerned with a range of recycled metallic
and non-metallic materials. Projects vary in size from £150k to £3m over A1-A2
timescales of 6 months to 3 years. Role includes customer presentation B1-B3
and liaison, and the writing of tenders, including descriptions of technical
risk. Bidding work also includes the construction and negotiation of non- D2
disclosure (NDA) and intellectual property (IP) agreements, in association
with the Contracts Department. In addition to driving technical strategy, I A1-A3
am also responsible for project management, implementing our B1-B2
environmental and ethical practice assessment procedures, which I co- D1, E3, E5
wrote, and the generation of safe working practices. I also supervise and C1, C2, C3
mentor 6 members of staff. Mentoring activities focus on both
professional and career progression. All work is performed to conform to E1-E2
quality standards (accredited to ISO 9001:2015). I have increased both the
depth and breadth of my technical knowledge substantially during this
period, both through on the job training and a programme of CPD which E4 B3, C1-C2
has included self-directed learning and attending formal courses and D1-D3
IOM3 events. I have also spoken about our environmental practices at a D1
recent SocEnv webinar.

Due to the varied nature of the work involved in this position, I have
broken down my most recent project to better indicate how the
Engineering Council and Society for the Environment requirements have
been met.

Responsibilities: Technical leader for a team of 10 people. Responsible C1, C2, C3

for setting up collaborative work between the company and an Indian A1-A3
supplier to source copper metal for specific applications. Oversaw the A1-A2 B1-B2
initial selection of appropriate extraction method and materials testing B1-B3 C1-C2
procedures and standards. Regularly prepare presentations and review D1-D3
reports for Customer Consortium. Responsible for controlling budgets for C4 A1-A3, D4
individual work packages.

Technicalities of project include: An environmental impact assessment

of several brown field sites marked for future built development was A1, E3, E5 D3-D4
required; metal characterisation studies to ensure material integrity
compliance for a range of defence-related processes and products; a
study of Indian regulations around reclamation operations in an E4
IS5572:2009 hazardous environment and their associated codes of E1, E2
practice.

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Applicants should be able to demonstrate their competence in all areas, but the depth and extent of their experience
and competence will vary with the nature and requirements of their role. They will need to demonstrate a level of
competence in each area and at a level which is consistent with their specific role. It is to be expected that they will
have a higher level of competence in some areas than others, however they need to demonstrate an understanding
of, and familiarity with, the key aspects of competence in all areas as a minimum requirement while demonstrating
higher levels of competence in those areas which are critical to their role. Overall, they will demonstrate an
appropriate balance of competences to perform their role effectively at a Chartered level.

b) Competence report template (alternative for CSci only)

Applicants for CSci may complete one of these templates instead of presenting their PRR in expanded CV form. The
template is designed so that the applicant can provide information from their professional experience and
achievements against each of the individual competences.

c) Presentation

Applicants are required to submit the summary of a presentation they will make at their professional review
interview (PRI). The summary should relate to a project, which will demonstrate their range of knowledge,
experience, technical ability, and depth of responsibility. Those applying for CEng should demonstrate the
engineering dimension of the work; for CEnv, the environmental dimension; and for CSci the scientific dimension.

Applicants are requested to use PowerPoint and must ensure that they have obtained any necessary permissions for
the use of the project. In the event of the project being commercially sensitive, applicants should seek advice from
the Membership Department.

A suggested slide order for the presentation is:

1. Title slide.
2. Project outline and the applicant’s role in it.
3. Methodology applied.
4. Technical and management challenges encountered.
5. Outcomes – this can be financial, technical and include potential applications.
6. Key lessons learnt.

Presentation Summary

This should be no more than 300 words, but with sufficient detail to brief the Assessors.

Presentation at the PRI

Applicants will be allowed 10 minutes during the PRI to deliver their presentation, which will be followed by up to 10
minutes of questioning by the interviewers. In certain instances, the Q&A session may be extended at the discretion
of the interviewers, but this will not extend the length of the interview.

d) CPD record & annual professional development plan

Applicants must include in their application a record of their CPD activities, covering a partial record for the calendar
year in which they are making their application and completed records for the three previous calendar years. In
addition, they must also submit a plan of their proposed CPD activity for the year in which they are making their
application – the Annual Professional Development Plan – a template showing examples is available from the IOM3
website.

It is a requirement of the Engineering Council, Science Council and Society for the Environment that registrants and
those seeking registration participate in and record their CPD activities. IOM3 requires its registrants and applicants
to undertake and record a minimum of 35 hours CPD each calendar year.

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 Ideally CPD should be a mixture of learning activities relevant to current or future practice and could include the
following categories:

1. Work-based learning (WBL).

2. Professional activity (PA).
3. Formal education (FE).
4. Self-directed learning (SDL).
5. Conferences, Seminars, and Workshops (CSW).
6. Other activities which extend or broaden an individual’s professional knowledge, skills, understanding or
experience (O).

Information to be included in the CPD record is:

1. Date.
2. Type, i.e., work-based learning.
3. CPD hours.
4. Title & provider for formal activities.
5. Outcome and Benefits, which should be a short but concise reflective statement on how the activity has
benefitted the individual’s professional knowledge, skills, understanding or experience.

Finally, a photocopy of the personal details page from the applicant’s passport should also be submitted.

4. Application completion
We require applications to be submitted electronically to membership@iom3.org ensuring that any scanned
documents are legible.

Applications will be acknowledged within five (5) working days of submission. Please contact us by email if you do
not receive an acknowledgement.

At this stage, all applications will be checked for completeness and applicants notified if any further information is
required.

5. Professional review interview (PRI)

Following review by a Scrutineer Review Panel (SRP), applicants for CEng and CEnv are required to attend a PRI and
at the discretion of the Membership Committee for those applying for CSci. This provides the applicant with an
opportunity to demonstrate that they are practicing at the level for which they are seeking recognition.

The PRI will be conducted by a Professional Review Panel (PRP) consisting of two trained assessors who are members
of IOM3 and hold the professional registration for which the applicant has applied.

Applicants are required to bring to the PRI their passport to confirm their identification, which will be verified before
the PRI commences.

The PRI will be held online using MS Teams and last between 45 to 60 minutes. It will cover the applicant’s professional
development, technical experience and achievements, management and commercial awareness, and commitment to
professional standards including Continuing Professional Development. The PRP will use the Competence
requirements as the framework and assessment matrix for the PRI.

Following the PRI, the PRP will submit an evaluation report and recommendation which will be used by the
Membership Committee to reach a decision on the applicant’s suitability for professional registration.

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6. The approval process

The Membership Committee will consider the reports submitted by the SRP and PRP, together with a copy of
the applicant’s full application when making their decision. Applicants will be notified in writing of the
Committee’s decision within 10 working days of it being made.

We aim to complete the approval process within 90 working days of the complete application being submitted,
provided that a mutually convenient date for the PRI can be arranged.

Upon election as a registrant, the member may use the respective post nominal letters CEng, CEnv or CSci
alongside their Institute membership grade and the title Chartered Engineer, Chartered Environmentalist or
Chartered Scientist as appropriate.

The general data protection regulation (GDPR) and data protection act 2018

The Institute will hold and use the data provided in your application for the purposes of assessing your application.
It will also pass data necessary to complete your registration onto the respective registration bodies, i.e.,
Engineering Council, Science Council, or the Society for the Environment.

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Appendix 1 - Chartered engineer (CEng) competence requirements

CEng shall: The applicant shall demonstrate that they:

A. 1. Have maintained and extended a sound theoretical approach to

Use a combination of enable them to develop their particular role.
general and specialised
engineering
knowledge and 2. Are developing technological solutions to unusual or challenging
understanding to problems, using their knowledge, and understanding and/or dealing
optimise the with complex technical issues or situations with significant levels of
application of risk.
advanced and complex
systems.

B. 1. Take an active role in the identification and definition of project

Apply appropriate requirements, problems, and opportunities.
theoretical and 2. Can identify the appropriate investigations and research needed to
practical methods to undertake the design, development and analysis required to
the analysis and complete an engineering task and conduct these activities
solution of engineering effectively.
problems. 3. Can implement engineering tasks and evaluate the effectiveness of
engineering solutions.
C. 1. Plan the work and resources needed to enable effective
Demonstrate technical implementation of a significant engineering task or project.
and commercial 2. Manage (organise, direct and control) programme or schedule,
leadership. budget and resource elements of a significant engineering task or
project.
3. Lead teams or technical specialisms and assist others to meet
changing technical and managerial needs.
4. Bring about continuous quality improvement and promote best
practice.
D. 1. Communicate effectively with others, at all levels, in English.
Demonstrate effective 2. Clearly present and discuss proposals, justifications, and
communication and conclusions.
interpersonal skills. 3. Demonstrate personal and social skills and awareness of diversity
and inclusion issues.
E. 1. Understand and comply with relevant codes of conduct.
Demonstrate a
2. Understand the safety implications of their role and manage, apply,
personal commitment
and improve safe systems of work.
to professional
3. Understand the principles of sustainable development and apply
standards,
them in their work.
recognising
obligations to society, 4. Carry out and record the Continuing Professional Development
the profession, and the (CPD) necessary to maintain and enhance competence in their own
environment. area of practice.
5. Understand the ethical issues that may arise in their role and carry
out their responsibilities in an ethical manner.

These competences are expanded on the following pages.

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When drafting their professional review report, applicants could use the following as evidence to meet the various
competences:

A1 Have maintained and extended a sound theoretical approach to enable them to develop their particular role.

 Formal training related to your role.

 Learning and developing new engineering knowledge in a different industry or role.
 Understanding the current and emerging technology and technical best practice in your area of expertise.
 Developing a broader and deeper knowledge base through research and experimentation.
 Learning and developing new engineering theories and techniques in the workplace.

A2 Are developing technological solutions to unusual or challenging problems, using their knowledge,
and understanding and/or dealing with complex technical issues or situations with significant levels
of risk.

 Carry out technical research and development

 Developing new designs, processes or systems based on new or evolving technology.
 Carrying out complex and/or non-standard technical analyses.
 Developing solutions involving complex or multidisciplinary technology.
 Developing new and evaluating continuous improvement systems.
 Developing solutions in safety critical industries or applications.

B1 Take an active role in the identification and definition of project requirements, problems, and opportunities.

 Identifying projects or technical improvements to products, processes, or systems.

 Preparing specifications, taking account of functional and other requirements.
 Establishing user requirements.
 Reviewing specifications and tenders to identify technical issues and potential improvements.
 Carrying out technical risk analysis and identifying mitigation measures.
 Considering and implementing new and emerging technologies

B2 Can identify the appropriate investigations and research needed to undertake the design, development and
analysis required to complete an engineering task and conduct these activities effectively.

 Identifying and agreeing appropriate research methodologies

 Investigating a technical issue, identifying potential solutions, and determining the factors needed to
compare them
 Identifying and carrying out physical tests or trials and analysing and evaluating the results
 Carrying out technical simulations or analysis
 Preparing, presenting, and agreeing design recommendations, with appropriate analysis of risk,
and taking account of cost, quality, safety, reliability, accessibility, appearance, fitness for purpose,
security (including cyber security), intellectual property constraints and opportunities and
environmental impact.

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B3 Can implement engineering tasks and evaluate the effectiveness of engineering solutions.

 Ensuring that the application of the design results in the appropriate practical outcome.
 Implementing design solutions, taking account of critical constraints, including due concern for safety,
sustainability and disposal or decommissioning.
 Identifying and implementing lessons learned.
 Evaluating existing designs or processes and identifying faults or potential improvements including risk,
safety, and life cycle considerations.
 Actively learning from feedback on results to improve future design solutions and build best practice.

C1 Plan the work and resources needed to enable effective implementation of a significant engineering task
or project.

 Preparing budgets and associated work programmes for projects or tasks.

 Systematically reviewing the factors affecting the project implementation including safety, sustainability
and disposal or decommissioning considerations.
 Carrying out a task or project risk assessment and identifying mitigation measures.
 Leading on preparing and agreeing implementation plans and method statements.
 Negotiating and agreeing arrangements with customers, colleagues, contractors, and other stakeholders,
including regulatory bodies.
 Ensuring that information flow is appropriate and effective.

C2 Manage (organise, direct and control) programme or schedule, budget and resource elements of a
significant engineering task or project.

 Operating or defining appropriate management systems including risk registers and contingency systems.
 Managing the balance between quality, cost, and time.
 Monitoring progress and associated costs and cost forecasts, taking appropriate actions when required.
 Establishing and maintaining appropriate quality standards within legal and statutory requirements.
 Interfacing effectively with customers, contractors, and other stakeholders.

C3 Lead teams or technical specialisms and assist others to meet changing technical and managerial needs.

 Agreeing objectives and work plans with teams and individuals.

 Reinforcing team commitment to professional standards.
 Leading and supporting team and individual development.
 Assessing team and individual performance and providing feedback.
 Seeking input from other teams or specialists where needed and managing the relationship.
 Providing specialist knowledge, guidance, and input in your specialism to engineering teams, engineers,
customers, management, and relevant stakeholders.
 Delivering or developing a teaching module at Masters’ level or leading a university research programme.

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C4 Bring about continuous quality improvement and promote best practice.

 Promoting quality throughout the organisation as well as customer and supplier networks.
 Developing and maintaining operations to meet quality standards e.g., ISO 9000, EQFM.
 Supporting or directing project evaluation and proposing recommendations for improvement.
 Implementing and sharing the results of lessons learned.

D1 Communicate effectively with others, at all levels, in English.

 Preparing reports, drawings, specifications, and other documentation on complex matters.

 Leading, chairing, contributing to and recording meetings and discussions.
 Exchanging information and providing advice to technical and non-technical colleagues.
 Engaging or interacting with professional networks.

D2 Clearly present and discuss proposals, justifications, and conclusions.

 Contributing to scientific papers or articles as an author.

 Preparing and delivering presentations on strategic matters.
 Preparing bids, proposals, or studies.
 Identifying, agreeing, and learning work towards collective goals

D3 Demonstrate personal and social skills and awareness of diversity and inclusion issues.

 Knowing and managing own emotions, strengths, and weaknesses.

 Being confident and flexible in dealing with new and changing interpersonal situations.
 Identifying, agreeing, and working towards collective goals.
 Creating, maintaining, and enhancing productive working relationships, and resolving conflicts.
 Being supportive of the needs and concerns of others, especially where this relates to diversity and inclusion.

E1 Understand and comply with relevant codes of conduct.

 Demonstrating compliance with your Licensee’s Code of Professional Conduct.

 Identifying aspects of the Code which are particularly relevant to your role.
 Be aware of the legislative and regulatory frameworks relevant to your role and how they conform to them.
 Leading work within relevant legislations and regulatory frameworks, including social and employment
legislation.

E2 Understand the safety implications of their role and manage, apply, and improve safe systems of work.

 Identifying and taking responsibility for your own obligations and ensuring that others assume similar
responsibility for health, safety, and welfare issues.
 Ensuring that systems satisfy health, safety, and welfare requirements.
 Developing and implementing appropriate hazard identification and risk management systems and culture.
 Managing, evaluating, and improving these systems.
 Applying a sound knowledge of health and safety legislation, for example: HASAW 1974, CDM regulations,
ISO 45001, and company safety policies.

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E3 Understand the principles of sustainable development and apply them in their work.

 Operating and acting responsibly, taking account of the need to progress environmental, social, and
economic outcomes simultaneously.
 Providing products and services which maintain and enhance the quality of the environment and community
and meet financial objectives.
 Recognising how sustainability principles, as described in the Engineering Council Guidance on
Sustainability can be applied in your day-to-day work.
 Understanding and securing stakeholder involvement in sustainable development.
 Using resources efficiently and effectively in all activities.
 Taking action to minimise environmental impact in your area of responsibility.

E4 Carry out and record the Continuing Professional Development (CPD) necessary to maintain and enhance
competence in their own area of practice

 Undertaking reviews of your own development needs.

 Planning how to meet personal and organisational objectives.
 Carrying out planned and unplanned CPD activities.
 Maintaining evidence of competence development.
 Evaluating CPD outcomes against any plans made.
 Assisting others with their own CPD.

E5 Understand the ethical issues that may arise in their role and carry out their responsibilities in an ethical
manner.

 Understanding the ethical issues that you may encounter in your role.
 Giving an example of where you have applied ethical principles as described in the Engineering
Council Statement of Ethical Principles.
 Giving an example of where you have applied, or upheld ethical principles as defined by your
organisation or company.

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Appendix 2 - Chartered scientist (CSci) competence requirements

A Application of knowledge and understanding

A1 Demonstrate how you use You should provide sufficient detail here to show your deep
knowledge, experience, understanding of your specialist scientific subject and how you
skills, and broader scientific have applied it. Further to this, include any examples of where
understanding to optimise your broader scientific understanding is applied to your area of
the application of existing practice. Examples could include but are not limited to:
and emerging science and
technology.  Writing and presenting internal papers, reports, or
standards.
 Conducting appropriate research to facilitate design and
development of scientific processes.
 Writing primary journal articles and patents.

A2 Exercise sound judgement This competence is asking you to identify and be aware of the
and understand principles limit of your own knowledge and professional competence, to
of uncertainty in complex demonstrate an ability to manage your own strengths and
and unpredictable weaknesses and to recognise the level of risk attached to your
situations. actions. Examples could include but are not limited to:

 When you have reacted and dealt with an unexpected

outcome.
 When you have approached a piece of work or project
flexibly and in a novel or different way or reacted to an
unexpected outcome.

A3 Demonstrate critical You should think of this competence in terms of selecting the
evaluation of relevant best methodology, the subsequent data analysis, evaluations,
scientific information and and conclusions you draw and how you overcome any barriers or
concepts to propose issues. Examples could include but are not limited to:
solutions to problems.
 Engaging in experimental design and testing.
 Reviewing relevant literature, databases, manuals, or
designs.
 Statistical analysis and numerical modelling.

B Personal responsibility

B1 Work autonomously and It is important for this competence to ensure you describe your
take responsibility for the contribution, responsibility and impact on a certain task or
work of self and others. project and make it clear what you personally have achieved i.e.
“I” not “we”. In formulating your answers and giving relevant
examples, you should consider the following:

 You will be expected to undertake your work without day-to-

day supervision and so you should demonstrate that you are
able to achieve this.
 You should demonstrate your understanding of when you
may need to seek guidance from others and how you would
obtain this guidance.

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  If you are responsible for managing the work of others, you
should clearly describe how you discharge those
responsibilities.

B2 Promote, implement, and You should demonstrate that you understand the policies and
take responsibility for protocols related to health, safety and sustainability that apply to
robust policies and the work you are undertaking giving examples where you have
protocols relating to health, implemented and promoted them and describe any
safety, and sustainability. responsibilities that you have related to this. In formulating your
answers, you should consider the following:

 Demonstrate that you know where these policies and

protocols are documented, and that you are able to apply
them in your practice.
 How your work contributes to the update and development
of your departments/organisations policies and procedures.
 How you ‘promote’ the awareness and application of these
policies and protocols with others, especially peers and
more junior colleagues.

B3 Promote and ensure You should demonstrate that you understand which regulatory
compliance with all relevant requirements and quality standards apply to your area of work
regulatory requirements including data integrity and privacy. In formulating your answers
and quality standards. and giving examples, you should consider the following:

 Describe what you do to ensure that these requirements and

standards are being followed for those activities for which
you are responsible.
 Describe how you ‘promote’ the awareness of regulatory
requirements and quality standards amongst peers and
more junior colleagues.
 Describe how you safely store and handle data in line with
national and international data protection and cyber security
regulations.

B4 Oversee the You should demonstrate an understanding of the potential and

implementation of actual impacts of your work on your organisation, on the
solutions and demonstrate profession, on the general public, and on the physical
an understanding of environment. Examples could include but are not limited to:
potential and actual
impacts of your work on  Indicating that you are aware of the sensitivity of your work
your organisation, on the and show how this understanding translates into the ways in
profession and on the wider which you carry out your work.
community.
 Showing an awareness of how your profession is portrayed
and viewed by the public at large, and how you take
responsibility for recognising this in the work you do.
 Describing how you seek to avoid reputational damage
related to the work you carry out.
 Explaining how you set a good example to others in the way
you discharge the responsibilities related to the work you
undertake and the benefits to the organisation.

C Interpersonal skills

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C1 Demonstrate the ability to A non-specialist audience is anyone working outside of your
communicate effectively particular area of expertise, so it would not necessarily be a non-
with specialist and non- scientist. Your example(s) should indicate how you have
specialist audiences. communicated in a way that is effective to each type of
audience. In formulating your answers, you should consider the
following:

 Not just the content of the message but also the mode or
style of delivery that is adapted according to the audience.
 The feedback loop to gauge the understanding and improve
future communications.

C2 Demonstrate effective This competence is about understanding your leadership skills

leadership through the and is not reserved for those in management roles, it is
ability to guide, influence, applicable to all. Examples could include but are not limited to:
inspire and empathise with
others.  Experiences of mentoring or coaching you have had; you
should consider how effective this was and the overall
impact.
 Considering when you have managed change within your
organisation or overseen the implementation of any new
processes; you should consider how effective this was and
the overall impact.

C3 Demonstrate the ability to You should describe or define the “working relationship” and
mediate, develop and provide at least one example which focuses on your handling of a
maintain positive working challenging interpersonal situation and demonstrates your ability
relationships. to mediate and achieve a positive outcome. You should consider
how through your approach you have changed or modified the
behaviour or attitudes of others to positive effect. Examples
could include but are not limited to:

 How you have managed the merger or integration of

different teams.
 Managing working relationships across different
departments or organisations.
 Interactions with committees, working groups or other
professional body activities.
 How you have managed and resolved a difficult relationship
situation between members of a team for which you are
responsible.

D Professional practice

D1 Demonstrate how you Describe an example where you have developed a project scope
scope and plan and manage with clearly defined boundaries and project plans. Any problem-
projects. solving techniques used should be highlighted along with
potential benefits of the project to the business. You should
make it clear the level of autonomy you had while working on the
project, especially when the project is large covering multiple
areas and a significant time span. You should show how you
contributed to determining the resulting courses of action.
Examples could include but are not limited to:

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  Lead an operational project utilising resources across several
disciplines.
 A change management project aligning processes across
sites.
 An industry-wide project establishing guidance on technical
standards and requirements.

D2 Demonstrate the Using projects with which you have been involved as examples
achievement of desired you should describe your roles and responsibilities in managing
outcomes with the the activities to achieve the desired outcomes. Examples could
effective management of include but are not limited to:
resources and risks.
 Identifying the resources (people and/or money) needed to
undertake the activities.
 Monitoring and surveillance of the progress of the activities.
 Identification, evaluation, and implementation of changes
that may be needed to ensure the activities are successfully
completed.
 Identification and management of risks that could impact on
the successful completion of the activities.

D3 Take responsibility for Your examples should indicate what actions you take to make
continuous improvement improvements to your organisation as a whole. This could be
within a scientific or through encouraging the continuous development of junior staff
technical environment. or through improvements to processes within the organisation.
Examples could include but are not limited to:

 Evaluation of the performance of specialist methods and

tools used.
 Development of recommendations for future enhancements
or modifications to procedures or working practices in order
to achieve performance improvements.
 Description of examples where your actions have led to
performance improvement by yourself or others.
 Identification of lessons learned from activities undertaken
by yourself or by others for whom you are responsible, such
as what went well, went badly or was lacking.

E Professional standards

E1 Comply with and promote You should provide comprehensive examples of how you have
relevant codes of conduct applied and promoted the codes of conduct under which you
and practice. practice and the outcome. Examples you may wish to include but
are not limited to equality, diversity and inclusion, reliability and
integrity and ethical practices.

E2 Demonstrate a Your answer should provide specific examples of what you have
commitment to already done in terms of continuing professional development
professional development (CPD) and your plans for the coming year. In your examples you
through continuing must describe how your engagement in CPD has benefited your
advancement of your own practice and the users of your work and reflect on its impact.
knowledge, understanding Examples can be taken from any of the five categories of activity
and competence. (work-based learning, professional activity, formal/educational,
self-directed learning and other). For example:

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 Application of knowledge acquired on an external course
that has benefitted the business – how you acquired the
knowledge of a new technology and how you planned,
implemented, and reviewed its success in your organisation.
 Your work to promote careers in the STEM area including the
design of materials and reflection on success.

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Appendix 3 - Chartered environmentalist (CEnv) competence requirements

A Application of knowledge and understanding of the environment to further the aims of

sustainability.
A1 Have underpinning  Critically analyse, interpret complex environmental information
knowledge of sustainable to determine sustainable courses of action.
development principles in  Understand the wider environmental context in which the area
the management of the of work or study is being undertaken.
environment.  Understand the importance of maintaining and enhancing
natural cycles and biodiversity in achieving sustainability
 Reformulate and use practical, conceptual, or technological
understanding of environmental management to develop way
forward in complex situations.

A2 Apply environmental  Conceptualise and address problematic situations that involve

knowledge and principles in many environmental factors.
pursuit of sustainable  Determine and use appropriate methodologies and approaches
environmental management  Critically evaluate actions, methods, and results and their short-
in professional practice. and long-term implications.
 Actively learn from results to improve future environmental
solutions and approaches, and to build best practice.

A3 Analyse and evaluate  Analyse and evaluate problems, some complex, from an
problems from an environmental perspective working sometimes with incomplete
environmental perspective, data.
develop practical  Demonstrate self-direction and originality in tackling and
sustainable solutions and addressing problems.
anticipate environmental  Demonstrate a critical awareness of current environmental
trends to develop practical problems and anticipate the impact of future environmental
solutions. trends.
 Critically analyse and embrace new environmental information
and seek new knowledge, skills, and competences in the in the
field of environment based on the most recent scientific, social,
economic, cultural, and technical developments and
understanding.

B Leading sustainable management of the environment

B1 Promote behavioural and  Develop good practices (best practice) by actively learning from
cultural change by results to improve future environmental solutions and
influencing others in order approaches.
to secure environmental  Help, mentor, and support others to understand the wider
improvements that go environmental picture.
beyond minimum statutory  Advocate sustainability concerns and environmental issues,
requirements. encourage others to actively contribute to environmental
protection and sustainability.

B2 Promote a strategic  Demonstrate self-direction and originality in developing

environmental approach. strategies for sustainable development and environmental
improvement.
 Actively collaborate and engage with other disciplines and
stakeholders and encourage multi- and interdisciplinary
approaches to environmental challenges.
 Identify constraints and exploit opportunities for the
development and transfer of environmentally appropriate
technology.

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  Identify areas of uncertainty and risk including health and safety,
environmental, technical, business, and reputational.
B3 Demonstrate leadership and  Exercise autonomy and judgment across environmental and
management skills. sustainable issues.
 Motivate and influence others to agree and deliver
environmental objectives.
 Identify individual needs, plan for their development, assess
individual performance and provide feedback.
 Reflect on outcomes, identify, and pursue improvements on
previous practice.

C Effective communication and interpersonal skills

C1 Communicate the  Deliver presentations to a wide spectrum of audiences.

environmental case,  Lead and sustain debates.
confidently, clearly,  Contribute to and chair meetings and discussions.
autonomously, and  Identify, engage with, and respond to a range of stakeholders.
competently.

C2 Ability to liaise with,  Understand the motives and attitudes of others and be aware of
negotiate with, handle different roles.
conflict, and advise others,  Influence decision making.
in individual and/or group  Seek the opinions and contributions of others.
environments, (either as a  Promote development opportunities and activities.
leader or member).  Champion group decisions and manage conflict for the
achievement of common goals and objectives.

D Personal commitment to professional standards, recognising obligations to society, the

profession, and the environment
D1 Encourage others to  Inform and encourage others to consider environmental
promote and advance a sustainability issues and the consequence of their decisions and
sustainable and resilient actions.
approach by understanding
their responsibility for
environmental damage and
improvement.

D2 Take responsibility for  Recognise the value of CPD to the profession.

personal development and  Have a strong desire to learn.
work towards and secure  Value and actively pursue personal professional development.
change and improvements
for a sustainable future.
D3 Demonstrate an  Understand the nature of professional responsibility.
understanding of  Identify the environmental ethical elements in decisions.
environmental ethical  Address and resolve problems arising from questionable
dilemmas. environmental practice.

D4 Comply with relevant codes

of conduct and practice.

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