Changing and Improving SCS Example — 750-Word Statement

Changing and Improving SCS 750 words Last reviewed:

At SCS, assessors want enterprise-level leadership of change: you diagnosed the organisation, set the strategy, won board and ministerial confidence, made hard portfolio decisions on evidence, and built capability that outlived you. Results must be organisational and sustained — savings, satisfaction and engagement measured over years, with a visible legacy.

Example statement

740 / 750 words

SI was director general of a public body of 4,000 staff delivering services through nine regional directorates. Each directorate ran its own processes, improvement was patchy and dependent on individual leaders, and the organisation faced a 20% budget reduction over three years alongside rising public expectations. Previous efficiency programmes had delivered short-term savings but no lasting change, and staff were understandably weary of initiatives announced with fanfare and abandoned within a year. Customer complaints were rising steadily, and our annual staff survey showed trust in senior leadership at a record low. The board was supportive but sceptical, having seen programmes come and go.

TAs the senior responsible owner for organisational performance, I decided we needed a single, lasting approach to continuous improvement rather than another short-term efficiency drive. I owned the strategy, the investment case and, ultimately, whether the culture actually shifted, and I was clear with the board from the outset that this was a three-year commitment, not a quick fix. I reported progress to the board quarterly and made the same data available to every member of staff.

AI began with a honest diagnostic: I visited all nine directorates in my first two months and asked frontline staff two questions, what stops you doing a good job and what would you fix first. Themes from over 600 conversations shaped the strategy, and I published a summary to every member of staff, including the uncomfortable findings about slow decisions and duplicated approvals. I co-designed the approach with a group of 30 staff from every grade and region rather than handing down a finished model from the centre, because I knew imposed systems fail. I made the case to the board for a dedicated improvement capability: a small central team of eight plus protected time for 60 trained practitioners across the directorates, funded by redirecting money from a consultancy budget I chose to cut. I introduced a simple, shared method for testing changes, and I insisted every directorate leadership team ran at least two improvement cycles a year on problems their own staff had raised. I changed the incentives deliberately: director scorecards included improvement activity and staff voice results alongside delivery and finance, so attention followed. I modelled the behaviour myself, chairing a monthly session where teams presented tests that had failed as well as succeeded, and I shared my own early misjudgements, including a procurement change I had to reverse when the evidence showed it was hurting smaller suppliers. Where two directors saw the approach as a threat to their autonomy, I spent time with each, gave them room to adapt the method to their context, and held the line only on the shared measures. I brought in external challenge, inviting leaders from two high-performing organisations in other sectors to review our progress and tell us plainly what they saw, and I published their findings unedited. I made sure improvement projects tackled the issues staff raised most: we removed 140 separate approval steps in the first year alone, which did more for credibility than any speech I gave. I linked the programme to our planning round, so every directorate bid had to show how it would improve the service, not just maintain it. I protected the practitioners' time when budget pressure mounted, arguing at the board that cutting capability to save money was exactly the mistake previous programmes had made. After 18 months I commissioned an independent review and published the results internally, which showed what was working and where energy had faded. I used that evidence to refresh the programme rather than defend it, simplifying the reporting that teams told us had become a burden and refocusing effort on the two directorates that were struggling to embed the approach.

ROver three years, the organisation delivered £21 million of recurring savings, 14% above target, while staff engagement rose by 11 points and the proportion of staff who felt able to improve their work rose from 38% to 67%. Average processing times across our five main services fell by 28%, customer complaints dropped by a third, and the approach was cited by our sponsoring department as a model for the wider family of arm's-length bodies. Trust in senior leadership recovered by 19 points in the staff survey. Most importantly to me, two years after I moved on from the role, the method was still in daily use, because it had been built with the organisation rather than done to it.

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. SCS assessors want organisational direction: you set the strategy, secured board investment, changed incentives and modelled the behaviour personally across 4,000 staff.
  2. You built improvement into the system (scorecards, planning rounds, capability) rather than running a programme, and you refreshed it based on independent evidence.
  3. Results show enterprise-level impact and legacy: £21 million savings, engagement up 11 points, and an approach that continued after you left, which is the sustainability test at SCS.

What SCS level requires

What Changing and Improving looks like at each level
GradeWhat assessors expect
Grade 7At Grade 7, Changing and Improving means leading significant change beyond your own team: building the evidence and investment case, managing risk and inclusion, and delivering measured benefits at service scale.
Grade 6At Grade 6, Changing and Improving means driving improvement across a large or complex area: redesigning systems, building improvement capability and culture, and being accountable to boards for benefits.
SCS ← this pageAt SCS, Changing and Improving means setting the organisational direction for change: strategy, investment and governance decided at the top, capability built to last, and a culture where improvement continues after you leave.

Common mistakes at this level

Frequently asked questions

Next step

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