Communicating and Influencing Grade 6 Example — 500-Word Statement
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
SAs head of customer operations for a national training provider, I owned a contract renewal decision. Our case management system was fifteen years old: caseworkers re-keyed data into three systems, errors were rising, and a replacement would cost £2.4 million over five years. The board had rejected two previous technology bids from other departments, partly because the benefits had been oversold and had never materialised, so scepticism about big numbers was high. My director warned me the finance director had already called my proposal a nice-to-have. The decision affected 400 staff across six offices.
TI had to present the business case to the investment board and secure approval in principle, against a chief financial officer who was openly unconvinced and two earlier failures haunting the room.
AI started three weeks before the meeting, not in it. I mapped every board member's priorities from their previous questions, noting who cared about risk, who about staff, and who about reputation. I visited the finance director with a draft and asked him to tear it apart privately; his objections, on benefits timing and support costs, were answered inside the final document before the board ever saw it. I rebuilt the financial model so the benefits were stated three ways, optimistic, expected and cautious, and I asked him which he believed; he chose cautious, so the cautious case became the headline and the decision rested on numbers he had endorsed. Knowing the board remembered the failed bids, I opened the presentation by naming them and listing what I had done differently, which took the heat out of the comparison before anyone else raised it. For the wider board I translated the technical case into a story of one caseworker's day, forty minutes saved from re-keying, and I brought no slides beyond ten, each readable from the back of the room. When the operations director challenged my savings as soft, I agreed the part that was soft, removed it from the model live on a shared screen, and showed the case still cleared the hurdle rate; conceding the point won me the room. I had also briefed two non-executive directors beforehand, at their request, and their questions in the meeting let me land points I would otherwise have had to force. I sent a one-page pre-read three days ahead, because papers that arrive the night before get skimmed, and skimmed papers get challenged. At the close I asked for a specific decision, approval in principle with a stage gate at contract signature, rather than vague support.
RThe board approved the case unanimously on the cautious figures, with the stage gate I proposed. Implementation finished on budget, and after one year the system was saving £610,000 a year against a forecast of £580,000, caseworker re-keying time fell by 35 percent, and the finance director cited the approval process as a model for future investment decisions. Two other departments have since adopted my three-scenario model for their own bids.
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
- Shows Grade 6 influencing of the most senior audience: you pre-wire the decision, disarm the chief critic privately, and let him choose the numbers the case stands on.
- Demonstrates handling pushback with confidence, conceding the soft savings live and showing the case still clears the hurdle.
- Every communication choice is deliberate (ten slides, one human story, pre-read timing), and the result is verified a year later against forecast.
What Grade 6 level requires
| Grade | What assessors expect |
|---|---|
| Grade 7 | At 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 page | At Grade 6, Communicating and Influencing means persuading boards and directors, building coalitions across directorates, and communicating significant change credibly to large groups of staff. |
| SCS | At 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
- Presenting the board or directors as a passive audience you informed, rather than sceptical individuals you deliberately won over.
- Describing the decision or change itself at length while your communication strategy gets three sentences.
- No pre-meeting work: at Grade 6, assessors expect coalition-building and pre-wiring, not just a good performance on the day.
Frequently asked questions
Grade 7 influencing is often one senior audience or negotiation done brilliantly. Grade 6 adds breadth: boards, multiple directors with competing interests, and organisation-wide communication running in parallel. Assessors expect you to design the whole persuasion effort, pre-meetings, concessions, staff messaging, not simply perform well in one room.
Yes, especially with resistance in the room. Show the work before the meeting: mapping board members' priorities, disarming your chief critic privately, choosing which numbers to headline. Then the performance: handling challenge live, conceding skilfully, asking for a specific decision. Close with approval and, ideally, verified results a year later.
Be precise about causation: the critic you briefed privately withdrew his objection; the peer you let present convinced the room; the staff sessions kept survey scores steady through the change. Assessors accept that outcomes are shared; they want to see the specific communication moves that made the shared outcome possible.
Next step
Get the free Grade 6 statement template pack — the same STAR structure used in this example.
Download the template pack