Communicating and Influencing Grade 6 Example Statement (500 Words)

Communicating and Influencing Grade 6 500 words Last reviewed:

At Grade 6, your example should show influence at the top of an organisation: winning a board decision, aligning rival directors, or landing a difficult change with hundreds of staff. Assessors want evidence you can hold a senior room, pre-empt opposition, and convert communication into money saved, decisions made or large-scale behaviour change.

Example statement

495 / 500 words

SAs head of workforce services for a large public body, I was responsible for moving three directorates onto a single rota and payroll system. Each directorate ran its own legacy process, employed its own administrators, and guarded its way of working. Two previous attempts at sharing services in other parts of the organisation had collapsed into turf wars, and the three directors barely agreed on meeting times, let alone systems. The prize was significant: £450,000 a year in duplicated licences and administration, and a 20 percent agency overspend caused by poor rota visibility.

TThe chief executive asked me to get all three directors to sign up to one shared service, on equal terms, within the financial year, and to keep services running while we did it.

AI knew a top-down mandate would produce compliance on paper and sabotage in practice, so I built the coalition before I built the case. I spent the first month in one-to-one meetings with each director, not selling the shared service but asking what they feared losing; all three said control, and each meant something different by it. I shaped the proposal around those answers: one directorate kept approval rights on rotas, another hosted the new team, and the third, the most resistant, got the pilot, which meant first say on how the system was configured. Trading concessions felt uncomfortable, but each cost the organisation little and bought a director's public support, which was the real currency. With the directors privately aligned, I ran a joint session where their own operations managers presented the pilot results rather than me, because a sceptic convinced by a peer stays convinced. When the finance directorate questioned the savings, I opened my workings to their analysts for two weeks and published the assumptions; the scrutiny improved the model and, more importantly, made the finance team a co-author of the number. When one director briefed against the plan at a leadership meeting, I asked for half an hour with him the same day, restated his own conditions, and showed they were still met; he withdrew his objection before it spread. Communication with the 90 affected administrators mattered as much as the boardroom: I wrote every all-staff message myself in plain terms, held open question sessions at each site, and answered the hardest question, about job losses, honestly, with the redeployment guarantee spelled out. I kept the chief executive informed with a fortnightly one-page note so she could steady nerves at her level, and I asked her to say nothing publicly until the directors announced the change jointly, which made it their decision, not hers.

RAll three directors signed the agreement in month nine. Twelve months later the shared service was saving £470,000 a year, agency overspend fell from 20 percent to 6 percent, no compulsory redundancies were needed, and the organisation adopted the joint-announcement approach for two further change programmes. Staff survey scores in the affected teams rose slightly through the change rather than falling.

Use this as a model, not a script. This is an original example written for this site. Adapt the structure to your own experience — copying it word for word risks plagiarism and will not reflect your evidence.

Why this scores well

  1. Influences at director level with no mandate: coalition built through one-to-ones, face-saving concessions and peer proof before any group session.
  2. Treats communication with 90 affected staff as seriously as the boardroom, answering the job-losses question honestly with a redeployment guarantee.
  3. Orchestrates others' voices deliberately (operations managers present, finance co-authors the numbers, directors announce jointly) for durable buy-in.

What Grade 6 level requires

What Communicating and Influencing looks like at each level
GradeWhat assessors expect
Grade 7At Grade 7, Communicating and Influencing means shaping understanding at organisational level: briefing senior leaders and ministers, negotiating with external partners, and setting the terms of difficult conversations.
Grade 6 ← this pageAt Grade 6, Communicating and Influencing means persuading boards and directors, building coalitions across directorates, and communicating significant change credibly to large groups of staff.
SCSAt SCS level, Communicating and Influencing means owning an organisation's voice on its hardest issues: setting narrative strategy, advising ministers, negotiating nationally, and keeping thousands of people with you.

Common mistakes at this level

Frequently asked questions

Next step

Get the free Grade 6 statement template pack — the same STAR structure used in this example.

Download the template pack