Leadership Grade 6 Example Statement (500 Words)
At Grade 6 assessors expect you to set vision and direction for a broad unit or network and to lead through senior leaders, often without direct authority. Show how you created shared purpose, shaped culture, built leadership capability, and influenced across organisational boundaries, with outcomes measured in money, capability and confidence.
Example statement
SI was asked to lead a national digital skills programme spanning 14 partner organisations, with around 200 staff directly involved in delivery across the network. Participation was entirely voluntary, early engagement was patchy, and the previous coordinator had left after a year with little to show. Three of the largest partners were privately doubting whether the programme was worth their time, and one was close to withdrawing altogether.
TMy responsibility was to build a shared direction and inspire leaders right across the whole network to commit their people and resources, knowing I had no direct line authority over most of them and could not simply instruct anyone to act.
AI started by visiting the chief executives of the three most sceptical partners, not to sell the programme but to understand what would make it worth their while. I also met the front-line teams who would actually deliver the training, because I wanted the direction to work for them, not just for their boards. Those conversations shaped a simple shared ambition, written in plain language: a digitally confident workforce in every partner organisation, with training that fitted around front-line work. I drafted it with the partners, not for them, so they owned it. I then built a coalition of champions, one senior person in each organisation, and gave them a real role in decisions rather than a talking shop. We met monthly with a tight agenda: progress, blockers, next steps. Where partners raised barriers, I removed them personally: I negotiated with the central team so training counted towards existing professional development, and I got materials adapted for shift workers after hearing that office-hours courses excluded them. I tailored the offer for each organisation, because a small regulator needed something different from a large operational body, and I said so openly rather than pretending one size fitted all. To keep momentum, I organised quarterly events where partners shared results, and I made a rule that credit always went to the partner organisation, never to the programme. When one partner fell behind, I visited them, listened, and re-scoped their commitment rather than blaming them in front of peers. I secured visible sponsorship from two permanent secretaries and asked them to open the first two events, which signalled to every board that this was a serious commitment. Throughout, I published progress openly, including honest figures where take-up was disappointing, so the network trusted what it heard. When my own team made a scheduling error that disrupted one partner's launch, I apologised to their chief executive personally and fixed it within a week.
RWithin nine months all 14 organisations had signed partnership agreements. In the first year, 3,500 staff completed training, digital confidence scores rose by 22% across the network, and the partner who had been closest to leaving became one of the strongest advocates. The programme was made permanent with secured funding, and two partners have since adopted the model for their own supply chains.
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
- Leading 14 partner organisations without line authority is precisely the cross-boundary influence Grade 6 assessors look for.
- Shows strategic leadership of a network: a shared ambition written with partners, a champions coalition, honest published progress, and credit deliberately given away.
- System-level results: all 14 signed within nine months, 3,500 staff trained, confidence up 22%, and the programme made permanent with secured funding.
What Grade 6 level requires
| Grade | What assessors expect |
|---|---|
| Grade 7 | At Grade 7, leadership means leading across teams and functions: translating strategy into clear direction, developing other leaders, and keeping people confident and delivering through change. |
| Grade 6 ← this page | At Grade 6, leadership means setting vision for a broad area: leading senior leaders, shaping culture across boundaries, and inspiring confidence in people and partners you do not directly manage. |
| SCS | At SCS, leadership means system-wide leadership: setting compelling direction for whole departments or cross-government programmes, building leadership capability for the future, and inspiring trust at the most senior levels. |
Common mistakes at this level
- Underplaying scale: missing staff numbers, budgets, partner counts or timescales that would show the size of the brief.
- Failing to show how you developed the leaders below you, a core Grade 6 expectation assessors specifically probe.
- Results without strategic measures: no money informed, capability built, engagement moved or commitments secured.
Frequently asked questions
Most Grade 6 adverts allow 500 words per behaviour, sometimes 750, but always check the job advert because practice varies across departments and campaigns. In 500 words, spend roughly 300 on Actions covering vision-setting, people leadership and external influence, and finish with strategic results: money informed, capability built, commitments secured.
Grade 7 leads several teams through delivery and change; Grade 6 sets the vision those teams follow and shapes the culture around them. Grade 6 examples feature senior leaders reporting to you, organisation-wide or cross-boundary scope, and results measured strategically. If your story is about keeping delivery on track, it reads as Grade 7.
Strategic ones: money informed or saved, capability built (people promoted, successors ready), engagement or confidence moved across a whole unit, and commitments secured from partners or boards. Independent evidence helps: survey scores, funding renewed, partners signing up. Avoid results that only show a project finishing on time, which is Grade 7 territory.
Next step
Get the free Grade 6 statement template pack — the same STAR structure used in this example.
Download the template pack